NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6600 Capstone Synthesis Practicum Assignment Papers.

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Students in this course apply the MSN curriculum experience by translating knowledge into practice by designing, developing, and implementing a project in a professional healthcare setting. By using the culmination of learning, students gain the opportunity effect positive social change within the healthcare delivery environment in the roles of change agent and nurse. The result of the practicum experience provides students with an experience through which they develop their passion as a practitioner while enhancing the nurse role as an advocate for social change within the context of a scholarly presence.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note: This course requires a minimum of 144 practicum hours.*NURS 6600 Capstone Synthesis Practicum Assignment Papers.

*Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours.

Complete each section below.

Section 1: Quarter/Term/Year and Contact Information
Quarter/Term/Year:

Student Contact Information

Name: Chizelle T. Archie

Street Address: 2275 Wintergreen Drive

City, State, Zip: Semmes, Alabama 36575

Home Phone:

Work Phone: 251-607-5135

Cell Phone: 678-266-8180

Fax:

E-mail: chizelle.archie@waldenu.edu chizelle.archie@att.net

Preceptor Contact Information

Name: Crystal McDonald

Organization: Springhill Medical Center

Street Address: 3719 Dauphin Street

City, State, Zip: Mobile, Alabama 36608

Work Phone: 251-460-5202

Cell Phone: 251-463-7448

Fax:

E-mail: crystal.mcdonald@springhill.org

Section 2: Practicum Professional Development Objectives
Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course

Objective 1: Improve time management skills in a leadership role while managing work life balance.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Objective 2: Gain confidence and experience in my role performance in a supportive environment with preceptor, and other experienced health care professionals in leadership roles in a variety of settings.

Objective 3: Utilize effective relaxation and stress reduction techniques to allow me to complete my task that will ultimately lead to my beginning a new career as advanced beginning professional.

Section 3: Projected Timeline/Schedule
Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you may use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

I intend to complete the 144 practicum hours according to the following timeline/schedule:

Number of Hours Projected for Week

Number of Weekly Hours for Professional Development

Number of Weekly Hours for Practicum Project

Week 1

15

8

7

Week 2

15

8

7

Week 3

15

8

7

Week 4

14

6

8

Week 5

12

4

8

Week 6

14

8

6

Week 7

14

8

6

Week 8

11

6

5

Week 9

12

6

6

Week 10

12

6

6

Week 11

10

4

6

Total Hours (must meet the following requirements)

144 Hours

72

72

Section 4 – Signatures
Student Signature (electronic): Chizelle T. Archie Date: 08/31/2017

Practicum Faculty Signature (electronic)**: Date:

** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP)

Submit your Practicum Professional Experience Plan on or before Day 7 of Week 1 for Faculty review and approval.

Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.

Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note: This course requires a minimum of 144 practicum hours.*

*Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours.

Complete each section below.

Section 1: Quarter/Term/Year and Contact Information
Quarter/Term/Year:

Student Contact Information

Name: Chizelle T. Archie

Street Address: 2275 Wintergreen Drive

City, State, Zip: Semmes, Alabama 36575

Home Phone:

Work Phone: 251-607-5135

Cell Phone: 678-266-8180

Fax:

E-mail: chizelle.archie@waldenu.edu chizelle.archie@att.net

Preceptor Contact Information

Name: Crystal McDonald

Organization: Springhill Medical Center

Street Address: 3719 Dauphin Street

City, State, Zip: Mobile, Alabama 36608

Work Phone: 251-460-5202

Cell Phone: 251-463-7448

Fax:

E-mail: crystal.mcdonald@springhill.org

Section 2: Practicum Professional Development Objectives
Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course

Objective 1: Improve time management skills in a leadership role while managing work life balance.

Objective 2: Gain confidence and experience in my role performance in a supportive environment with preceptor, and other experienced health care professionals in leadership roles in a variety of settings.

Objective 3: Utilize effective relaxation and stress reduction techniques to allow me to complete my task that will ultimately lead to my beginning a new career as advanced beginning professional.

Section 3: Projected Timeline/Schedule
Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you may use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

I intend to complete the 144 practicum hours according to the following timeline/schedule:

Number of Hours Projected for Week

Number of Weekly Hours for Professional Development

Number of Weekly Hours for Practicum Project

Week 1

15

8

7

Week 2

15

8

7

Week 3

15

8

7

Week 4

14

6

8

Week 5

12

4

8

Week 6

14

8

6

Week 7

14

8

6

Week 8

11

6

5

Week 9

12

6

6

Week 10

12

6

6

Week 11

10

4

6

Total Hours (must meet the following requirements)

144 Hours

72

72

Section 4 – Signatures
Student Signature (electronic): Chizelle T. Archie Date: 08/31/2017

Practicum Faculty Signature (electronic)**: Date:

** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP)

Submit your Practicum Professional Experience Plan on or before Day 7 of Week 1 for Faculty review and approval.

Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP.

What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist?

In this Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program.

Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Consider the following questions:

What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how?

What challenges are you likely to encounter as you transition into a new role?

What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being.

Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Review the information in the Introduction to the Practicum (in this week’s Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements.

Review the suggestions for developing effective learning objectives provided in the Learning Resources.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be:

Specific

Measurable

Attainable

Results-focused

Time-focused

Reflective of the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above)

Select one or more practicum professional development objectives to focus on for this Discussion. (You may continue to hone these objectives as you work on this week’s Application Assignment.)

Reflect on how you could achieve each objective through your Practicum Experience.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Post an explanation of your professional aspirations and how you intend to use the Practicum Experience to promote career change and/or enhance your performance. Describe at least one objective to facilitate your professional growth, and explain the steps you could take to achieve the objective(s) during your Practicum Experience. Support your response with examples from the literature.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

Suggest strategies for using the Practicum Experience to deepen or broaden their knowledge.

Offer suggestions for refining their practicum professional objective(s).

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.

Note: Retrieved from the Walden Library databases.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

Note: Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

This article addresses three domains of learning: cognitive, affective, and psychomotor.

University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

Document: Practicum Journal (Word Document)

During your Practicum Experience, you are required to submit your time log and three journal entries. You will use this form to complete your journal reflections.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF)

This comprehensive manual outlines all of the requirements for the Practicum Experience.

Clinical Resources

Document: Introduction to Clinical Experiences (PowerPoint)

Document: Practicum Manual (PDF)

Required Media

Laureate Education (Producer). (2012a). Professional behavior in the practicum setting [Interactive media].

Note: Retrieved from the Walden Library databases.

In this audio presentation, Dr. Jeanne Morrison discusses topics that demonstrate professional behavior in the practicum setting, such as dressing professionally, punctuality, and communication.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Please click here for the Transcript (PDF).

Laureate Education (Producer). (2012b). Professional best practices [Interactive media].

Note: Retrieved from the Walden Library databases.

In this audio segment, Dr. Jeanne Morrison provides an overview of best practices and tips for students engaged in the Practicum Experience. She discusses what activities are included in practicum hours, the importance of staying in touch with your Preceptor, and strategies for dealing with stress.

Please click here for the Transcript (PDF).

Laureate Education (Producer). (2012c). Professionalism and the practicum experience [Interactive media].

Note: Retrieved from the Walden Library databases.

What is the Practicum Experience all about? What are the roles of the Faculty Member and the Preceptor? In this media presentation, Dr. Jeanne Morrison discusses these and other critical aspects of the Practicum Experience. She also provides an overview of the professional demeanor expected of all students throughout the Practicum Experience.

Addresses the implications of substance abuse on the role of the forensic nurse. Describes the interdisciplinary process for recognition and treatment of substance abuse. Covers types of substances and their effects on the abuser. Addresses the psychological component of substance abuse and the psychosocial impact of substance abuse on the abuser and their support system. Meets with NURS 4040.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6060 – The Many Facets of Child Maltreatment
3 Credits (Minimum) 3 Credits (Maximum)
Explores the multifaceted manifestations of child maltreatment to include medical and nursing diagnosis, treatment, documentation, and legal implications from a forensic nursing perspective. Prer., Graduate students only. Meets with NURS 4060.

NURS 6070 – The Epidemic of Sexual Assault, Abuse, and Exploitation
3 Credits (Minimum) 3 Credits (Maximum)
Reviews sexual assault, abuse, and exploitation from a forensic nursing perspective. An interdisciplinary approach explores the dynamics of sexual violence in society and the interface of sexual assault, interpersonal violence (IPV), and child maltreatment. Roles for the forensic nurse will be reviewed. Prer., Graduate or Doctoral nursing students or registered nurses only. Meets with NURS 4070.

NURS 6080 – Injury Investigation Throughout the Life Span
3 Credits (Minimum) 3 Credits (Maximum)
Provides enhanced knowledge concerning injury and its investigation. A major focus is fatal injuries, death investigation. A major focus is fatal injuries, death investigation systems in the United States, and techniques employed to ascertain the cause and manner of death. Prevention strategies and opportunities for forensic APN role development will also be reviewed. Prer., NURS 4020 or NURS 6020. Graduate or doctoral students in Nursing.

NURS 6100 – Philosophical Foundations of Advanced Nursing Practice
3 Credits (Minimum) 3 Credits (Maximum)
Explores theoretical and philosophic foundations of human caring and nursing’s epidemiology and ontology. Introduces patterns of knowing and advanced roles of artist, ethicist, carer, citizen, and scientist. Integrates theoretical, ethical, socio-political, family, and philosophic perspectives. Prer., Graduate admission or permission of instructor.

NURS 6110 – Advanced Nursing Practice and Health Care Policy
3 Credits (Minimum) 3 Credits (Maximum)
Introduces knowledge to effect change in health care policy and delivery. Advanced nursing practice is explored in the health care system, focusing on regulatory issues and legal/ethical parameters. Emphasis is placed on leadership skills within the social/political arena. Prer., Graduate standing or permission of instructor.

NURS 6120 – Nursing Research
3 Credits (Minimum) 3 Credits (Maximum)
Explores the basis for research in advanced practice nursing. Emphasis is placed on the research process and critiquing published research. Prer., introductory statistics course.

NURS 6140 – Dynamics of Holistic Practice
2 Credits (Minimum)
Enhances personal and esthetic ways of knowing through the exploration of creativity and critical thinking. Examines conceptual and experiential creativity and encourages the expression of self as an esthetic being. Incorporates theories from decision making and logic.

NURS 6150 – Clinical Nurse Specialist Seminar
3 Credits (Minimum) 3 Credits (Maximum)
Explore historical, theoretical, and conceptual foundations of the clinical nurse specialist (CNS) role. Define the CNS roles of scientist, ethicist, artist, carer, and citizen. Acquire knowledge through patterns of knowing in advanced nursing practice. Prer., NURS 6100, NURS 6110.

NURS 6170 – Geropharmacology: Concepts and Practical Applications in Advanced Practice Nursing
2 Credits (Minimum) 2 Credits (Maximum)
Reviews pharmacology concepts in the context of the physiology of aging. Applies concepts learned in advanced health assessment to the comprehensive history component of medication review. Discusses polypharmacy and drug classes that may be problematic for older adults. Explores collaborations between advanced practice nurses and pharmacists to reduce medication errors and enhance adherence through education. Prer., NURS 6280, NURS 6730, NURS 6740.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6190 – Educational Measurement and Evaluation in Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Theories of measurement and evaluation are analyzed as they relate to various aspects of instruction in nursing. Students study and use a variety of measurement and evaluation techniques. Opportunities are provided for students to analyze ethical, legal, and social issues involving measurement and evaluation, as well as uses and limitations of evaluation instruments in a variety of instructional situations. Methods of curriculum and program evaluation will also be addressed. Prer., BSN or graduate department permission.

NURS 6200 – Curriculum Development in Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Introduces the process of curriculum development and the procedures of structuring and evaluating curriculum experiences and outcomes.

NURS 6210 – Transformational Teaching Strategies
3 Credits (Minimum) 3 Credits (Maximum)
Promotes understanding of the political, philosophical and personal tenets of a caring curriculum. Explores advanced concepts of teaching and learning and examines learning theory. Studies the art and science of effective teaching strategies. Includes techniques of media production. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6220 – Collaborative Health Care Management with the Elderly
3 Credits (Minimum) 3 Credits (Maximum)
Provides students with empirical knowledge needed to manage care of elderly individuals. Sets foundation for an advanced practice role in providing primary care to older adults and their families within a framework of collaborative practice. Prer., NURS 6120 (Recommended).

NURS 6230 – Physiological Problems of Aging
3 Credits (Minimum) 3 Credits (Maximum)
Explores the various aspects of aging from a physiological perspective. Health promotion of mature and aging families will be addressed. Management of minor acute health problems will be systematically covered. Cultural and ethnic differences are elucidated.

NURS 6240 – Managed Care Environment
3 Credits (Minimum)
Explores the managed care environment and its evaluation. Explores philosophy of managed care and case management methods, the shift from illness care to illness prevention and community based practice. Focuses on interdisciplinary collaboration, ethics and accountability.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6250 – International and Cross-Cultural Health Care
3 Credits (Minimum)
Study of selected international health care and nursing issues. Theoretical and conceptual aspects of cross-cultural health care are included. Travel to England with this class and complete graduate requirements with emphasis on social and health care policy in England.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6260 – Topics in Nursing
1 to 3 Credits (Minimum)
Designed to focus on the explorations of selected topics in advanced nursing practice.

NURS 6270 – Family Theory and Intervention
3 Credits (Minimum)
Explores family theories and their application to advanced nursing. Utilizes a variety of assessment tools to evaluate and plan care for selected families. Applies statistics, demographics of changing families structures, and examples of cultural diversity to the care of families.

NURS 6280 – Clinical Pharmacotherapeutics
3 Credits (Minimum) 3 Credits (Maximum)
Provides knowledge of cellular mechanisms and the clinical application of therapeutic drugs by practitioners in primary and acute health care settings. Educates Advanced Practice Nursing students about common drug uses, drug categories, and integrative health therapies. Prer., Graduate standing or permission of instructor.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6290 – Resource Management: Budget and Finance
3 Credits (Minimum) 3 Credits (Maximum)
Introduces systems of resource management that may be applied in health care delivery. Emphasis given to strategies of finance and budget, personnel management, management research, and information systems as tools used by nurse managers to impact the health environment. Meets with HCAD 6490.

NURS 6300 – Sexual Assault: Implications for Nursing Practice
3 Credits (Minimum) 3 Credits (Maximum)
Focuses on sexual violence and expands personal knowledge of medicolegal aspects of health care. The alliance of nursing, law enforcement and forensic sciences is explored. Models for preventive strategies and public education are investigated. Meets with HSCI 6300.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6310 – Forensic Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Introduces clinical forensic nursing with an emphasison emergency room and community health forensic issues. Explores principles and philosophy of clinical forensic nursing and the role of the forensic nurse in advanced nursing practice in clinical and/or community based settings. Meets with HSCI 6310.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6320 – Injury and Death Investigation
3 Credits (Minimum) 3 Credits (Maximum)
Explores principles related to investigation of injury and death. Forensic pathology and forensic autopsy procedures are included. Explores topics medicolegal evidence, violence injury and environmental pathology. Meets with HSCI 4320 and HSCI 6320.

NURS 6330 – Crime Scene & Crime Lab
3 Credits (Minimum) 3 Credits (Maximum)
Introduces the student to the areas of crime scene preservation, investigation and development and to the scientific tactics, procedures, and techniques employed by forensic experts and sophisticated scientific techniques by forensic nurses. Meets with HSCI 4330 and HSCI 6330.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6340 – Psychosocial/Legal Aspects of Forensic Science
3 Credits (Minimum) 3 Credits (Maximum)
Introduces the psychological, neurocognitive, sociological and legal dimensions of forensic nursing, assessment and diagnosis of mental disorders, and the interface between the psychosocial effects of injury and illness and the judicial system. Explores criminal, civil and family law applications. Meets with HSCI 4340 and HSCI 6340.

NURS 6350 – Internship in Clinical Forensics
2 Credits (Minimum)
Arranged to expand clinical application theory content in forensic nursing. Arrangements can be made for experiences with coroners, emergency rooms, crime investigation units, prison or other clinical settings which are congruent with student goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6360 – Legal Aspects of Forensics: Civil and Criminal
3 Credits (Minimum) 3 Credits (Maximum)
Criminal, civil and family law will be discussed as they relate to forensic issues. Meets with HSCI 4290 and HSCI 6360.

NURS 6370 – Violence and Human Rights Issues
3 Credits (Minimum) 3 Credits (Maximum)
Provides the opportunity to explore the impact of violence in relation to the responsibilities of the investigator, assessor, evaluator, and therapist. Includes strategies of care for individual family and community survivors. Principles and philosophies of victimology, traumatology and domestic violence.Meets with HSCI 4370 and HSCI 6370.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6380 – Evaluation and Management of Adult, Adolescent and Pediatric Sexual Assault Patients
3 Credits (Minimum) 3 Credits (Maximum)
Provides advanced preparation for experienced nurses interested in practicing sexual assault nurse examiners or expanding knowledge in forensic healthcare. Topics include: medical forensic examination, evidence collection and the role of the advanced practitioner in the criminal justice process. Prer., Graduate School Admission.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6390 – School Based Nurse Care
3 Credits (Minimum)
Management of the child as a client within the family and school community. Includes pediatric health assessment, health education, family centered care, legal guidelines and related laws. Links the child, the school and geographic community by leadership and management.

NURS 6410 – Complementary Healing Methods
3 Credits (Minimum) 3 Credits (Maximum)
Presents an overview of the history, theoretical bases, applications, resources, and trends of complementary healing methods. The evolution of Western scientific thought and Eastern medical theories will be examined as a basis for understanding current health perspectives and treatment modalities. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6420 – Dynamics of Unity
3 Credits (Minimum) 3 Credits (Maximum)
Explores the scientific and cultural underpinnings of holistic thought. The evolution of Western Science, the essential unity of diverse spiritual traditions, and the development of society from industrialism and isolation to the age of information and global economy. Meets with NURS 4620.

NURS 6430 – Psychophysiology of Holistic Health
3 Credits (Minimum) 3 Credits (Maximum)
Provides an advanced foundation in the physiological phenomena associated with holistic health. Explores mind/body concepts such as stress and disease, alternative medicine outcomes, spontaneous healing psychoneuroimmunology and the placebo effect.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6440 – Advanced Assessment of Holistic Health
3 Credits (Minimum)
Facilitates the recognition and nurturance of the nurse’s unique, individual expression of wholeness. Holistic nursing philosophy and the nurse-focused standards of care and practice are discussed. Emphasis is placed on self-reflection, empowerment, personal responsibility, growth, and mutual support.

NURS 6450 – The Art of Holistic Nursing
3 Credits (Minimum)
Explores theories of esthetics and art for application in healing. Theories of the psychology of the spirit are considered within the caring context of nursing. The processes of imagination are investigated.

NURS 6460 – Shamanism: Healer and Visionary
3 Credits (Minimum) 3 Credits (Maximum)
Applies the philosophy and practice of shamanism; specifically imagery, memory, reflection, dreams and the creative healing process in nursing practice. The focus is on the nurse’s role and practical application of theories and techniques of shamanism in various clinical situations. Intuitive and analytical thinking are emphasized. Prer., Admission to nursing program required.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6470 – Holistic-Praxis: Therapies of the Imagination
3 Credits (Minimum) 3 Credits (Maximum)
Applies imagery, memory and reflection, dreams and the creative processes to holistic nursing practice. The focus is on the nurse’s role and the practical application of theories and techniques of these therapies in various clinical situations.

NURS 6480 – Holistic-Praxis: Therapies of the Human Energy Fields
3 Credits (Minimum) 3 Credits (Maximum)
Theories and practices of healing modalities which emphasize touch, energy systems, and movement that nourish and strengthen the body/mind/spirit are interpreted artistically and scientifically. Learners explore the use of these modalities in experiential situations. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6490 – World Views of Health and Healing
3 Credits (Minimum)
Explores various cultural traditions in health and healing. Traditional Chinese Medicine, Auyerveda, Shamanism, Curanderismo, Native American Healing, and selected complementary and alternative therapies are examined.

NURS 6500 – Forensic Photography
3 Credits (Minimum) 3 Credits (Maximum)
Designed to assist professionals in forensic science and health care in the basic principles and techniques associated with forensic photography at the crime scene, in the hospital setting, or in autopsy laboratory. Meets with HSCI 4390 and HSCI 6380.

NURS 6510 – Perinatal/Newborn Health Assessment, Stabilization and Care
3 Credits (Minimum)
Provides the basis for advanced practice nursing care necessary to meet the assessment, stabilization and early care needs of healthy and at risk newborns and their families. Clinical practicum further develops assessment skills and provides opportunities to practice.

NURS 6520 – Pathophysiology of the Newborn
4 Credits (Minimum)
Synthesis of concepts of embryology, neonatal physiology and pathophysiology and relates these concepts to the rationale for comprehensive management of and the outcomes for illnesses/problems in at risk newborns.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6530 – Clinical Management of High Risk Newborn
3 Credits (Minimum)
Integrates research based knowledge of disease/ disorders of the newborn within clinical practice. The multiple facets of the advanced practice neonatal nurse and nurse practitioner roles are analyzed.

NURS 6540 – Neonatal Clinical Pharmacotherapeutics
4 Credits (Minimum)
Introduces pharmaceutical management of a range of fetal and neonatal conditions which are commonly seen in perinatal/newborn settings. Integrates patterns of knowing as applied to the pharmacotherapeutic approach in the management of patients in neonatal care settings.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6560 – Women’s Health Care Issues
3 Credits (Minimum)
Presents an overview of selected women’s experiences and health issues. Exploration from a historical, psychological and socio-political focus in order to increase understanding regarding the impact on the woman, her significant others, health care professionals and the health care system.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6570 – Role Transitions
2 Credits (Minimum) 3 Credits (Maximum)
Designed for certificate nurse practitioners who have completed advanced practice core degree requirements. Facilitates the integration of graduate advanced practice theoretical and conceptual knowledge intoclinical practice. Prer., NURS 6100, NURS 6110, NURS 6120, NURS 6270.

NURS 6580 – Adult Clinical Nurse Specialist I
3 Credits (Minimum) 3 Credits (Maximum)
Provides Advanced Practice Nursing (APN) knowledge and interventions for adults and families in the illness/disease trajectory. Emphasis is on comprehensive assessment, problem-solving skills, therapeutic management, and prevention modalities. Patterns of knowing, reflective learning, theory, research, and integrative care modalities guide care of adults and families. Prer., Master core courses and NURS 6280, NURS 6730, NURS 6740.

NURS 6590 – Adult Clinical Nurse Specialist II
3 Credits (Minimum) 3 Credits (Maximum)
Provides Advanced Practice Nursing (APN) knowledge and interventions for adults and families in the illness/disease trajectory. Emphasis is on comprehensive assessment, problem-solving skills, therapeutic management, and prevention modalities. Patterns of knowing, reflective learning, theory, research, and integrative care modalities guide care of adults and families. Prer., Master core courses and NURS 6280, NURS 6730, NURS 6740.

NURS 6600 – Palliative Care and Advanced Practice Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Analyzes principles of palliative care in chronic progressive disease and end-of-life care. Integrates concepts across the lifespan and with various specialty populations, as well as implementation in various clinical settings.

NURS 6610 – Primary Health Care of Childbearing Families
3 Credits (Minimum)
Provides a basis for the practice of advanced practice nursing care through the exploration of the health needs in the childbearing family. Focuses on comprehensive assessment, intervention, and preventive care for the childbearing family in primary health care settings.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6620 – Primary Health Care of Families I
3 Credits (Minimum) 3 Credits (Maximum)
Explores acute/chronic health care of children and families. Focuses on comprehensive assessment, intervention, and preventive care. Prer., MSN core courses and NURS 6280, NURS 6730, NURS 6740.

NURS 6630 – Community and Rural Health
3 Credits (Minimum)
Provides the student with the opportunity to examine concepts and theoretical frameworks relevant to community and rural health. The major emphasis is to provide a foundation for advanced nursing practice in community and rural settings. Open to graduate program students only.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6640 – Primary Health Care of Families II
4 Credits (Minimum) 4 Credits (Maximum)
Explores the preventive and acute health care needs of adults and families across the life span. Prer., MSN core courses and NURS 6280, NURS 6730, NURS 6740. Meets with NURS 6780.

NURS 6660 – Health Promotion & Disease Management for Clinical Nurse Specialist
3 Credits (Minimum) 3 Credits (Maximum)
Provides a basis for advanced practice nursing through the exploration of the human health experience of clients across health care settings. Emphasizes health promotion, acute episodic and community care within a human caring framework. Prer., NURS 6730, NURS 6740, and NURS 6280.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6670 – Primary Health Care of Families III
3 Credits (Minimum) 3 Credits (Maximum)
Provides a foundation for exploration of chronic health conditions of adults and families across the life span. Focuses on assessment, prevention, and management, incorporating concepts from pathophysiology, psycho/social, cultural, political, theory, evidence-based practice, and spritual frameworks. Prer., MSN core courses and NURS 6280, NURS 6730, NURS 6740. Meets with NURS 6790.

NURS 6720 – Assessment Validation
1 Credits (Minimum)
Validation of health assessment skills. Recommended for students who have not been involved with health assessments in past four years.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6730 – Advanced Health Assessment
3 Credits (Minimum) 3 Credits (Maximum)
Explores the foundation and techniques of advanced health assessment across the life span. This course requires 45 contact hours of precepted assessments. Prer., Completion or concurrent registration in core courses, or faculty approval.

NURS 6740 – Advanced Pathophysiology
3 Credits (Minimum) 3 Credits (Maximum)
Synthesis of pathophysiologic concepts for therapeutic assessment, diagnosis, management, and intervention fundamental to advanced practice nursing across the life span in a variety of health care settings. Prer., Completion of or concurrent registration in core courses or faculty permission.

NURS 6780 – Primary Health Care of Adults I
4 Credits (Minimum) 4 Credits (Maximum)
Explores preventive and acute health needs of young through aged adults. Focuses on comprehensive assessment, intervention, and preventive care for young through aged adults in primary health care settings. Prer., NURS 6100, NURS 6120, NURS 6280, NURS 6730, and NURS 6740. Meets with NURS 6640.

NURS 6790 – Primary Health Care of Adults II
3 Credits (Minimum) 3 Credits (Maximum)
Exploration of the acute and chronic health needs of young through aged adults with special emphasis on the health needs of aging adults. Focuses on comprehensive assessment, intervention, and preventive care. Prer., NURS 6730, NURS 6740, and NURS 6280. Meets with NURS 6670.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6890 – Topics in Nursing
1 to 3 Credits (Minimum)
Designed to focus on the explorations of selected topics in advanced nursing practice.

NURS 6900 – Primary Care I
6 Credits (Minimum) 6 Credits (Maximum)
Explores acute and chronic health care of children and families. Focuses on comprehensive assessment, intervention, and preventive care. This course requires completion of 90 contact hours of practicum. Prer., Completion of core and Advanced Practice core courses.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6910 – Primary Care III
6 Credits (Minimum) 6 Credits (Maximum)
Provides a foundation for exploration of chronic health conditions of adults and families across the life span. Focuses on assessment, prevention, and management, incorporating concepts from pathophysiology, psycho/social, cultural, political, theory, evidence-based practice, and spiritual frameworks. This course requires 90 contact hours of practicum. Prer., Completion of core and Advanced Practice core courses.

NURS 6980 – Synthesis Practicum
4 Credits (Minimum) 8 Credits (Maximum)
Provides the opportunity to practice the skills and knowledge related to Advanced Practice in the provision of Primary Care. Practicum hours are arranged with a preceptor and select populations in a variety of clinical settings. 1 credit hour of practicum is equal to 45 contact hours. Prer., Core courses and NURS 6280, NURS 6730, NURS 6740. All immunizations, licensure, CPR must be submitted and current prior to course beginning date.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6990 – Advanced Forensic Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Provides a theoretical basis for forensic nursing practice, to include skills and experience in assessment, identifcation, management, and referral of patients and families exposed to violence and trauma. A population-based, client-centered approach and community-based services will be emphasized. Prer., NURS 4020 or NURS 6020. Graduate doctoral students in Nursing.

NURS 7000 – Research Thesis
1 Credits (Minimum) 5 Credits (Maximum)
Provides an opportunity for graduate students to participate in the research process under the direction of an advisory committee. Synthesis of knowledge and skill in selected areas of the research process necessary to organize and conduct a research study. Prer., NURS 6120; and the satisfactory completion of a minimum of 20 credit hours the MSN program.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7010 – Advanced Clinical and Holistic Health Care
3 Credits (Minimum) 3 Credits (Maximum)
Explores theoretical and philosophic foundations of reflective practice within caring perspectives. Provides principles of reflective practice, advanced skills, holistic therapies and care delivery models. Advanced decision making for assessing populations/ communities and clinical documentation/protocol/clinical directives will be discussed. Prer., Admission to DNP Program or permission of Graduate Director.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7020 – Clinical Research Application
3 Credits (Minimum) 3 Credits (Maximum)
Offers the opportunity to develop and/or revise nursing clinical protocols derived from scientifically rigorous empirical and qualitative evidence. Includes a program evaluation and a brief review of research process and research critique. Prer., NURS 6100, NURS 6110, and NURS 6120.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7030 – Advanced Health Care Policy, Ethics and Law
3 Credits (Minimum) 3 Credits (Maximum)
Provides analysis of principles of ethics, law and policy impacting health care delivery systems. Explores ethical and legal constructs influencing practitioners and systems. Investigate avenues for the advanced practice nurse to impact structure and function of legislative/regulatory organizations. Prer., Admission to Graduate DNP Program or permission of Graduate Director.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7040 – Health Care Administration
3 Credits (Minimum) 3 Credits (Maximum)
Defines the work of health care organizations. Relates critical aspects of productivity to result oriented management. Defines standards of performance including risk management, qualitative and quantitative measures. Elements of a comprehensive human resource management system and strategies for supportive services are addressed. Prer., NURS 6100, NURS 6110 and NURS 6120. Meets with HCAD 6190.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7050 – Health Care Ethics and Law
3 Credits (Minimum) 3 Credits (Maximum)
Provides an analysis of the principles of ethics and law as they impact the health care delivery system and role of the health care administrator. Students will analyze federal and state statues as adopted and interpreted through case law. Meets with HCAD 6390.

NURS 7060 – Health Care Administration II
3 Credits (Minimum) 3 Credits (Maximum)
An analysis of leadership, management and organizational theories. An exploration of multilevel communication used in health care organizations. Examines theoretical and pragmatic approaches to communication, leadership, management, and organizational issues from a nursing administrative perspective. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7070 – Population-based Health Care for Improving the Nation’s Health
3 Credits (Minimum) 3 Credits (Maximum)
Explores theoretical/philosophical foundations of reflective practice within population-based health care. Provides principles, practices and influences of epidemiology, health promotion, rural health, technology, biostatistics, culture, and socioeconomics of health care delivery. Analyzes environmental/occupational health concepts and sustainability of world health. Prer., Admission to Graduate DNP Program or permission of Graduate Director.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7080 – Clinical Nursing Scholarship for Evidence-based Practice
3 Credits (Minimum) 3 Credits (Maximum)
Examines a broad range of methods for disciplined inquiry to investigate nursing phenomena. Explores how reflective practice influences the selection of inquiry and methods. Emphasis is placed on the design, implementation and evaluation of outcomes research for systems of care. Prer., Admission to Graduate DNP Program or permission of Graduate Director.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7090 – Business Finance and Entrepreneurship for Advanced Practice Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Explores theoretical foundations of business, finance and entrepreneurship of advanced practice. Provides overview of principles of business finance related to clinical care delivery. Financial planning and system management will be highlighted. Individual, societal and political influences on health care finances will be presented. Strategic and business plan related to finance, marketing, operational management and capital budgeting will be discussed. Prer., Admission to Graduate DNP program or permission of graduate director.

NURS 7100 – Organizational System Leadership and Quality Improvement
3 Credits (Minimum) 3 Credits (Maximum)
Explores theoretical foundations of reflective practice within organizational and leadership perspectives. Provides an overview of principles of organizational systems/culture, quality improvement/ risk management. Concepts within informatic/ technologic systems, consultation, inter-professional dimensions of healthcare/organizations within advanced practice will be analyzed. Prer., Admission to DNP Graduate Nursing Program or permission of Graduate Director.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7110 – Inferential Statistics for Health Care Professionals
3 Credits (Minimum) 3 Credits (Maximum)
An overview of inferential statistical techniques most commonly reported in nursing and health care research. Topics encompass descriptive, parametric,and non-parametric statistics, and are made relevant to health care professionals through the use of published research examples. Prer., graduate status. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7710 – Clinical Practicum in Nursing Education
3 Credits (Minimum) 3 Credits (Maximum)
Designed to assist prospective nursing educators to operationalize the elements of instruction in nursing clinical education. Students will work with a faculty preceptor in a clinical area relevant to their expertise and interest. Philosophical and experiential issues specific to clinical instruction are discussed in seminar format. Prer., NURS 6190, NURS 6200, and NURS 6210.

NURS 7720 – Classroom Practicum in Nursing Education
3 Credits (Minimum) 3 Credits (Maximum)
Assists prospective nursing educators to operationalize the elements of instruction in the classroom setting. Students will work with a faculty preceptor in an area relevant to their expertise and interests. Philosophical and experiential issues specific to classroom instruction are discussed in seminar format. Prer., NURS 6190, NURS 6200, and NURS 6210.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7770 – Role Synthesis in Family Nurse Practitioner Practice
2 Credits (Minimum)
Synthesis course that brings together the diverse roles of the family nurse practitioner. Collaboration, negotiation, and other intra-organizational strategies. Emphasis is placed on the development of an employment plan including budget development, legal, and key practice issues.

NURS 7790 – Woman’s Health Practicum
7 Credits (Minimum)
Designed to offer students the opportunity to implement skills and knowledge of woman’s health, assessment, intervention and preventative care under the direction of an assigned preceptor.

NURS 7800 – Neonatal Nurse Practitioner Clinical Preceptorship I
5 Credits (Minimum)
Provides concentrated clinical experiences that prepare the student for entry level functioning in the role of the neonatal nurse practitioner and assuming responsibility for the direct management and care of healthy and acutely ill newborns.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7810 – Neonatal Nurse Practitioner Clinical Preceptorship II
5 Credits (Minimum)
Provides concentrated clinical experiences that prepare the student for entry level functioning in the role of the neonatal nurse practitioner and assuming responsibility for the direct management and care of healthy and acutely ill newborns.

NURS 7820 – Clinical Specialist Practicum
2 Credits (Minimum) 6 Credits (Maximum)
Offers students the opportunity to enact the Clinical Nurse Specialist (CNS) role. The student uses coordination, collaboration, networking, and interdisciplinary skills in the provision of adult/family care. 1 credit is equal to 45 contact hours. Prer., NURS 6100, NURS 6110, NURS 6120, NURS 6150, NURS 6280, NURS 6730, NURS 6740. All immunizations, NP malpractice, CPR licenses must be submitted and current prior to course beginning date. Meets with NURS 7830.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7830 – Community Assessment Practicum
1 Credits (Minimum) 1 Credits (Maximum)
Application of a selected model of population based assessment to a specific community and/or rural aggregate population. Collaboration with health providers is expected to manage health related data and form the foundation for community based advanced practice. Prer., NURS 6100, NURS 6110, NURS 6120, NURS 6150. Meets with NURS 7820.

NURS 7840 – Primary Care Practicum
1 Credits (Minimum) 6 Credits (Maximum)
Provides the opportunity to practice the skills and knowledge related to Advanced Practice in the provision of Primary Care. Practicum hours are arranged with a preceptor and select populations in a variety of clinical settings. Prer., MSN core courses and NURS 6280, NURS 6730, NURS 6740. All immunizations, NP malpractice, CPR licenses must be submitted and current prior to course beginning date. Meets with NURS 7890.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7890 – Primary Care of Families Practicum
1 Credits (Minimum) 6 Credits (Maximum)
Provides the opportunity to practice the skills and knowledge related to Advanced Practice in the provision of Primary Care. Practicum hours are arranged with a preceptor and select populations in a variety of clinical settings. Prer., MSN core courses and NURS 6280, NURS 6730, NURS 6740. All immunizations, NP malpractice, CPR licenses must be submitted and current prior to course beginning date. Meets with NURS 7840.

NURS 7900 – Administrative Internship
1 Credits (Minimum) 3 Credits (Maximum)
Provides administrative experience with an assigned preceptor. Provides foundation for practicum. Prer., NURS 6100, NURS 6110, and NURS 6120. Meets with NURS 7910.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7910 – Administrative Practicum
1 Credits (Minimum) 3 Credits (Maximum)
Provides an opportunity to apply principles and skills in advanced health care administration. Student will coordinate, collaborate, network and develop interdisciplinary skills in health care administration in collaboration with preceptor. Prer., NURS 6100, NURS 6110, NURS 6120, and NURS 7050. Meets with NURS 7900.

NURS 8000 – DNP Clinical Residency
1 Credits (Minimum) 1 Credits (Maximum)
Affords the DNP student the opportunity to develop a personal philosophy/theory of reflective practice, develop a role transition model for practice and develop a vision for future clinical practice. Provides guidance for the development of DNP practice. Prer., Admission to the DNP program.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 8010 – Doctorate of Nursing Practice (DNP) Capstone Proposal
3 Credits (Minimum) 3 Credits (Maximum)
Affords Doctorate of Nursing Practice (DNP) students opportunities to develop capstone projects demonstrating knowledge application from coursework and clinical practice. Specific project areas are identified and developed with guidance of select faculty and community or advanced practice nurses. Project proposals reveal interface between advanced practice nursing and research. Prer., NURS 7010, NURS 7030, NURS 7070, NURS 7090, NURS 7100, NURS 8000. Open to DNP students only.

NURS 8020 – Doctorate of Nursing Practice (DNP) Capstone Project
3 Credits (Minimum) 3 Credits (Maximum)
Affords Doctorate of Nursing Practice (DNP) students opportunities to implement capstone proposals in specific clinical settings. Provides guidance for implementation of research projects demonstrating integrated knowledge of advanced practice nursing and research. Clinical project areas are identified and developed with mentorship of faculty advanced practice nurses. Prer., NURS 7010, NURS 7030, NURS 7070, NURS 7090, NURS 7100, NURS 8000, NURS 8010. Open to DNP students only.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 9300 – Independent Study
1 Credits (Minimum) 3 Credits (Maximum)
Undergraduate independent study is arranged with a specific faculty member in an area of interest. Independent study can fulfill elective or core course requirements. Prer., Permission of instructor required. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 9400 – Independent Study
1 Credits (Minimum) 3 Credits (Maximum)
Undergraduate independent study is arranged with a specific faculty member in an area of interest. Independent study can fulfill elective or core course requirements. Prer., Permission of instructor required.

NURS 9500 – Independent Study
1 Credits (Minimum) 6 Credits (Maximum)
Graduate students investigate an area of interest in the field of health care with the guidance of a faulty member in nursing. Prer., Permission of supervising faculty member. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 9600 – Independent Study
1 Credits (Minimum) 6 Credits (Maximum)
Graduate students investigate an area of interest in the field of health care with the guidance of a faulty member in nursing. Prer., Permission of supervising faculty member.

NURS 9990 – Candidate for Degree
0 Credits (Minimum) 0 Credits (Maximum)
Candidate for Degree

OPTM 3000 – Fundamentals of Operations Management
3 Credits (Minimum) 3 Credits (Maximum)
Intro to the design and analysis of production systems in manufacturing, service and public organizations. Topics include facility location and layout, job design and work standards, production and inventory planning and control, quality control, forecasting, simulation, waiting line analysis, linear programming, and productivity and competitiveness. Prer., ACCT 2020, QUAN 2020. Business students only.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

OPTM 3390 – Managing Projects for Competitive Advantage
3 Credits (Minimum) 3 Credits (Maximum)
Covers the fundamental project management topics necessary for implementation of and excellence in project management. Emphasis will be from a management perspective that addresses the basic nature of managing projects for business, information systems and the public. Students will deal with the problems of selecting projects, initiating them, operating them and controlling them. Also covered are the issues associated with terminating a project and with conducting a project that involves what project managers like to call the ‘real world’.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Professional Experience Plan (PPEP)

Success comes from knowing that you did your best to become the best that you are capable of becoming.
— John Wooden, My Personal Best: Life Lessons from an All-American Journey

As you considered in this week’s Discussion, your experiences in the practicum can provide a vital avenue for professional development.

For this Assignment, you develop a Practicum Professional Experience Plan (PPEP) to outline how your involvement in the practicum will contribute to your growth as a professional and allow you to hone your specialization knowledge and skills. The PPEP consists of two or three objectives related to professional development that you will address during your Practicum Experience. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

BUY A PLAGIARISM-FREE PAPER HERE

Note: In the practicum manual these are referred to as your individualized learning objectives.

To prepare:
•As necessary, review the information related to developing objectives provided in this week’s Learning Resources.
•Revisit the objective(s) you crafted for this week’s Discussion, and reflect on the ideas exchanged in this forum. Refine the objective(s) as needed, making sure they reflect the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above) NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment. Note: You will be developing two to three professional development objectives for this assignment.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
•Think more deeply about areas for which you would like to gain application-level experience and/or continued professional growth. How can your experiences in the practicum help you achieve these aims?
•Discuss your professional aims and your proposed practicum professional development objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment
•Download and save the Practicum Professional Experience Plan Form provided in this week’s Learning Resources.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

To complete your Practicum Professional Experience Plan:
•Record the required information in each area of the Professional Practicum Experience Plan, including two or three objectives you will use to facilitate your professional development during the practicum.

Required Readings

Note: To access this week\’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Note: Retrieved from the Walden Library databases.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Note: Retrieved from the Walden Library databases.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
Note: Retrieved from the Walden Library databases.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses\’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.
Note: Retrieved from the Walden Library databases.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.
Note: Retrieved from the Walden Library databases. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Master of Science in Nursing

NURS 6600: Capstone Synthesis Practicum
Nursing Informatics and Leadership & Management

Practicum Professional Experience Plan

Course Description

Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note: This course requires a minimum of 144 practicum hours. *NURS 6600 Capstone Synthesis Practicum Assignment Papers.

*Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Complete each section below.

Section 1: Quarter/Term/Year and Contact Information

Quarter/Term/Year: Summer/

Student Contact Information

Name: Rixxxx

Street Address: 9868 Diversified Lane

City, State, Zip: Ellicott City, Maryland, 21042

Home Phone: XXX.XXX.XXXX

Work Phone: XXX.XXX.XXXX

Cell Phone: XXX.XXX.XXXX

Fax: XXX.XXX.XXXX

E-mail: xxx@xxx.edu

Preceptor Contact Information

Name: Ms. Jixxxx, RN, MSN

Organization: Anywhere Medical Center

Street Address: 9988 Anywhere Road

City, State, Zip: Anywhere, MD, 21044

Work Phone: XXX.XXX.XXXX

Cell Phone: XXX.XXX.XXXX

Fax: XXX.XXX.XXXX

E-mail: js@AM.o

Section 2: Practicum Professional Development Objectives

Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course.

Objective 1: Analyze three common barriers to effective communication, then compare and contrast two effective resolution strategies as defined in evidence-based literature. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Objective 2: Contrast units that have success with retention and recruitment of novice nursing staff and those who have high turnover; identifying factors of influence and comparing to peer reviewed literature.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Objective 3: Develop and prioritize a one-month productivity expense report that will be used to budget upcoming expenditures and incorporate a balanced unit financial statement in accordance with previous budgets and evidence based literature.

Section 3: Projected Timeline/Schedule

Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you may use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course). NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I intend to complete the 144 practicum hours according to the following timeline/schedule:

Number of Hours Projected for Week Number of Weekly Hours for Professional Development Number of Weekly Hours for Practicum Project
Week 1 7 7 0
Week 2 7 7 0
Week 3 20 7 13
Week 4 21 7 14
Week 5 14 7 7
Week 6 14 7 7
Week 7 14 9 5
Week 8 14 9 5
Week 9 14 9 5
Week 10 14 9 5
Week 11 5 5 0
Total Hours (must meet the following requirements) 144
(144 Required)

83 61
NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Section 4 – Signatures

Student Signature (electronic): Date:

Practicum Faculty Signature (electronic)**: Date:

** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP)

Submit your Practicum Professional Experience Plan on or before Day 7 of Week 1 for Faculty review and approval.

Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Within the School of Nursing, applications to the MSN, Postgraduate, and DNP Programs are reviewed and acted upon by the Graduate Student Affairs Committee (GSAC). Decisions by the GSAC are final and confidential. Applications for admission to the MSN, Postgraduate, and DNP Programs are evaluated on the basis of scholarship, writing ability, potential for success, professionalism and references. Qualified students are admitted into a specified specialty track within the MSN, Postgraduate Certificate, and DNP Programs on a space available basis. Only complete applications from qualified students will be reviewed and considered by the GSAC. Qualified applicants must meet the following minimum requirements to be considered for admission.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Current license to practice as a registered nurse (R.N.) in the United States and its territories.
Minimum GPA requirements as outlined below. Applicants with lower than the required GPAs) may be denied or considered on an individual basis for probationary or non-degree status on a space available basis. Students admitted on probationary status must earn a grade of B or better for the first six semester hours for coursework completed after admission to remain in the program. Students admitted on probationary/conditional status are not eligible for financial aid until the requirement for full unconditional admission is met.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
RN-MSN: minimum GPA of 3.00 or better for last 60 hours of BSN
MSN: minimum cumulative GPA of 3.00 or better for BSN
Post-Graduate Certificate: minimum cumulative GPA of 3.00 or better for Master’s in Nursing degree (MSN, MN)
DNP: minimum cumulative GPA of 3.00 or better for Master’s in Nursing or related field
Satisfactory background check is required prior to enrollment.
Three professional references.
Professional Goals statement of 150 words or less.
Additional requirements for specific programs as outlined below.
Transfer Credit, Graduate Nursing Programs (MSN, DNP, Post-graduate Certificates)
Approval of transfer credit is made on a course by course basis. Courses submitted for consideration must be of equivalent semester hours or sufficiently match expected learning outcomes required in the GU-SON program. Candidates may transfer up to a maximum of 3 graduate nursing courses for up to 12 semester hours (sh) of graduate course work completed within 5 years prior to admission (see exceptions below) at another nationally accredited program with a grade of “B” or above. Any deficits in s.h. of transfer credit must be completed to earn the required number of s.h. for completion of the designated program of study (POS). Students may add designated courses from the DNP and NE certificate POS to earn the required number of s.h. (see listing on Petition for Transfer Credit form).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Special conditions and exceptions to course completion time-limits:

Pharmacotherapeutics and Advanced Health Assessment courses must be completed within three (3) years prior to admission to be considered for transfer credit.
Course completion time limits do not apply to board certified APN demonstrating continuous current practice.
The Petition for Transfer Credit form and a detailed syllabus is submitted at the time of application to the program. Petitions for Transfer Credit are reviewed by The Graduate Student Affairs Committee (GSAC) for all students accepted into the graduate nursing program. Decisions regarding acceptance of transfer credit are finalized at the time of acceptance and communicated to students in the offer of admission notification letter.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

At the time of application for admission to a graduate nursing program, submit the following to songraduateprograms@graceland.edu for consideration of transfer credit:

Petition for Transfer Credit

Detailed syllabus (catalog listing is not sufficient for review) for each previously requested course that includes the following:

Course description
Expected learning outcomes/objectives
Content outline
Learning activities
Evaluation and assessment criteria
GSAC will review submitted materials upon candidate acceptance and document approval/denial on the petition form. The Graduate Programs Office (GPO) will notify, in writing, the student and the Registrar of courses approved for transfer credit. Decisions regarding acceptance of transfer credit are communicated to students in the offer of admission notification letter. The Program of Study and Completion Plan will be updated by the Registrar and the Program Consultant.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Doctor of Nursing Practice (DNP) Degree
The DNP degree is offered in direct response to the October 2004 endorsement of the American Association of Colleges of Nursing (AACN) position statement which recognizes the DNP as the preferred credential for all advanced nursing practice roles. The DNP program fulfills a strong local, regional, and national need for doctoral prepared advanced practice nurses and is designed to be in full compliance with professional standards for the practice doctorate as put forth by the American Association of Colleges of Nursing (AACN).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The DNP degree expands and enhances the focus of nursing practice, using as its foundation the basic baccalaureate nursing program and Master’s level preparation in nursing or a related field. The program’s goals are directed toward educating experienced nurses functioning in direct or indirect healthcare roles. The post-Master’s DNP degree consists of 31 semester hours (s.h.) of coursework delivered online within a 16 week trimester schedule and includes a minimum of 636 practice hours and field experiences.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The DNP degree program requires documented completion of a minimum of 1,000 post-BSN supervised practice hours. DNP practice hours include verified practice hours from the Master’s POS, field experiences in selected DNP courses, individualized advanced practice experiences completed in the student’s home community, and the completion of a faculty supervised and peer-reviewed Practice Improvement Project. Students admitted with documentation of fewer than 400 post-BSN supervised practice hours must enroll in NURS8950 Advanced Practice in Organizational Leadership to complete necessary practice hours to meet the 1,000 post-BSN practice hours requirement for the DNP degree.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The Post-graduate Nurse Educator certificate (12 s.h.) may be added to the DNP programs of study. This option is highly recommended for anyone teaching currently or interested in doing so in the future. All or part of the 12 s.h. may be completed during or after completion of the MSN or DNP degree. Addition of the NE certificate does not delay or extend degree completion and time to graduation. Contact programadvising@graceland.edu for questions or assistance.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Doctor of Nursing Practice (DNP) Admission Requirements
Master’s of nursing degree (MN, MSN) from an NLNAC or CCNE accredited program.
A minimum cumulative GPA of 3.00 or higher in the nursing master’s degree program.
Doctor of Nursing Practice (DNP)
Organizational Leadership Concentration
NURS8010 Introduction to Doctoral Study in Nursing 0 s.h.
NURS8100 Professionalism, Ethics and Issues 3 s.h. (includes field experiences; 12 practice hours)
NURS8120 Health Systems Policy and Regulation 3 s.h. (includes field experiences; 8 practice hours)
NURS8130 Biostatistics 3 s.h.
NURS8140 Epidemiology 3 s.h. (includes field experiences; 16 practice hours).
NURS8200 Evaluation of Research for Evidence Based Practice 3 s.h.
NURS8210 Project Management 3 s.h. (includes 100 supervised practice hours)
NURS8220 Healthcare Informatics 3 s.h. (includes field experiences)
NURS8260 Organizational Leadership & Collaboration 3 s.h.
NURS8950 Advanced Practice in Organizational Leadership 1-4 s.h. (80-100 practice hours/s.h.)
NURS9700 DNP Practice Improvement Project 1 s.h. (continuous enrollment for completion of DNP Project)
NURS9710 DNP Practice Improvement Project Proposal 3 s.h. (includes 200 supervised practice hours)
NURS9711 DNP Practice Improvement Project Implementation 1 s.h. (includes 100 supervised practice hours)
NURS9712 DNP Practice Improvement Project Analysis & Dissemination 3 s.h. (includes 200 supervised practice hours)

DNP Graduation Requirements
To qualify for graduation, each degree candidate must have:

Completed sufficient credit to meet the total required graduate semester hours within 4 years of enrollment. Students may petition one time for a 1 year extension.
31 total graduate semester hours with a minimum of 25 at Graceland.
Earned a final course grade of B or better in every course.
Satisfactorily completed the required DNP Practice Improvement Project.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Documentation of a minimum of 1000 post-BSN supervised practice hours.
Fulfilled all financial obligations to Graceland University.
Filed an application for graduation with the Office of the Registrar at least 6 months prior to the anticipated graduation date.
Master of Science in Nursing
The Master of Science in Nursing (MSN) program expands the focus of nursing, using as its foundation the basic baccalaureate nursing program. The program’s goals are directed toward educating the Family Nurse Practitioner (FNP) and Adult & Gerontology Acute Care Nurse Practitioner (AGACNP). The FNP concentration focuses on preparing nurses to perform in the expanded APN role as primary care providers for individuals, groups and communities across the life-span. The AGACNP concentration focuses on preparing nurses to perform in the expanded APN role caring for adult & gerontology populations in acute and chronic care settings. The student’s area of concentration incorporates a blend of theory and research with an emphasis on guided practice in relevant practice areas. Areas of concentration (FNP; AGACNP) are noted on the transcript.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The MSN curricula are primarily provided via the internet. Programs are designed to provide working RNs the opportunity to pursue graduate work through the completion of a combination of online cohort courses and faculty and preceptor-guided practicums in the student’s local community. All students are required to attend one focus session on Graceland’s Independence campus during the course of the program.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Postgraduate Certificate programs are available to nurses who already hold a Master of Science in Nursing degree (MSN; MN). Each specialty track presents a theoretical base specific to the selected area. The theoretical base is accompanied by clinical or practical experience which allows the student to apply the theory to specialized professional practice. All students are required to attend one focus session on Graceland’s Independence campus during the course of the program. Students admitted to a Postgraduate Certificate program are not matriculated for a graduate degree. A certificate is awarded upon completion.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

RN-MSN Admission Requirements
Qualified applicants will be granted provisional offers of admission to the MSN program pending successful completion of all undergraduate BSN courses with a cumulative GPA of 3.0 or better.
See undergraduate catalog for admission and program requirements for the undergraduate component of this program.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
MSN Admission Requirements
Baccalaureate degree in nursing (BSN) from an NLNAC or CCNE accredited program. For students with foreign transcripts, a CGFNS evaluation is required with GPA equivalency and TOEFL score.
Applicants with 1,000 hours or more of work experience within the past 12 months as a Registered Nurse will be given priority.
Master of Science in Nursing (MSN) Degree
Core Courses (23 s.h. required for all specialty tracks)
NURS5010 Introduction to MSN and Post-graduate Certificate Programs 0 s.h.
NURS5100 Pharmacotherapeutics 4 s.h.
NURS5121 Theory in Nursing 3 s.h.
NURS5143 Advanced Health Assessment and Diagnostic Reasoning 4 s.h.
NURS5170 Research Methods and Evidence Based Practice 4 s.h.
NURS5194 Advanced Practice Competencies Lab 1 s.h.
NURS5440 Advanced Pathophysiology 4 s.h.
NURS6930 Application of Research for Best Practices 3 s.h.

MSN Specialty Track: Family Nurse Practitioner (24 s.h.)
NURS5193 Advanced Practice Nursing in Primary Care 2 s.h.
NURS5200 Primary Care of Families: Pediatrics 3 s.h.
NURS6200 Primary Care of Families: Adults 3 s.h.
NURS6740 Family Nurse Practitioner Practicum: Pediatrics 4 s.h.
NURS6760 Family Nurse Practitioner Practicum: Adults 4 s.h.
NURS6800 Roles and Issues for Advanced Practice Nurses 4 s.h.
NURS6830 Family Nurse Practitioner Practicum: Family 4 s.h.

MSN Specialty Track: Adult & Gerontology Acute Care Nurse Practitioner (24 s.h.)
NURS5192 Advanced Practice Procedures in Acute Care 2 s.h.
NURS5270 Care of Adult-Gerontology Populations 3 s.h.
NURS5280 Acute Care of Adult-Gerontology Populations I 3 s.h.
NURS5290 Acute Care of Adult-Gerontology Populations II 3 s.h.
NURS5450 AGACNP Practicum: Chronic Care 3 s.h.
NURS5460 AGACNP Practicum: Acute Care 3 s.h.
NURS5470 AGACNP Practicum: Final 3 s.h.
NURS6800 Roles and Issues for Advanced Practical Nurse 4 s.h.

MSN Graduation Requirements
To qualify for graduation, each degree candidate must have:

Completed sufficient credit to meet the total required graduate semester hours within 6 years of enrollment. Students may petition one time for a 1 year extension.
Completed at Graceland University:
47 total graduate semester hours with a minimum of 37 at Graceland for Family Nurse Practitioner and Adult & Gerontology Acute Care Nurse Practitioner concentrations;
Earned a final course grade of B or better in every course.
Satisfactorily completed the required evidence-based practice synthesis project.
Fulfilled all financial obligations to Graceland University.
Filed an application for graduation with the Office of the Registrar at least 6 months prior to the anticipated graduation date.
Postgraduate Certificate Program
The Postgraduate Certificate program enlarges the focus of nursing, using as its foundation the Master of Science in Nursing (MSN) degree. Students admitted to the Postgraduate certificate program are not matriculated for a graduate degree. A certificate is received upon completion of the coursework and graduates are eligible to sit for national certification/credentialing exams. The Postgraduate certificate program is primarily provided via the internet. It is designed to allow practicing RNs to pursue further graduate work within their home community. Students complete the requirements for certification through a combination of online courses and preceptor guided practicums in the student’s community. All students are required to attend a focus session at the Independence campus.

Postgraduate Certificate Admission Requirements
Master’s of nursing degree (MN, MSN) from an NLNAC or CCNE accredited program. For students with foreign transcripts, a CGFNS evaluation is required with GPA equivalency and TOEFL score.
A minimum cumulative GPA of 3.0 or higher in the nursing master’s degree program.
Postgraduate Family Nurse Practitioner (FNP) Certificate Program
The FNP concentration prepares nurses to perform in the expanded role, caring for families in a variety of settings. The student’s area of study incorporates a blend of theory and research with an emphasis on guided practice in clinical areas. The curriculum builds on the core master’s courses with the addition of essential FNP courses. All didactic and clinical courses are planned following the guidelines of the National Organization of Nurse Practitioner Faculties (NONPF) to meet the requirements for national certification.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Postgraduate Family Nurse Practitioner (FNP) Certificate (33 s.h.)
NURS5010 Introduction to MSN and Post-graduate Certificate Programs 0 s.h.
NURS5100 Pharmacotherapeutics 4 s.h.
NURS5143 Advanced Health Assessment and Diagnostic Reasoning 4 s.h.
NURS5193 Advanced Practice Nursing in Primary Care 2 s.h.
NURS5194 Advanced Practice Competencies Lab 1 s.h.
NURS5200 Primary Care of Families: Pediatrics 3 s.h.
NURS5440 Advanced Pathophysiology 4 s.h.
NURS6200 Primary Care of Families: Adults 3 s.h.
NURS6740 Family Nurse Practitioner Practicum: Pediatrics 4 s.h.
NURS6760 Family Nurse Practitioner Practicum: Adult 4 s.h.
NURS6830 Family Nurse Practitioner Practicum: Family 4 s.h.

Gainful Employment Disclosure
The Gainful Employment Disclosure for this program can be found with Consumer Information located here.

Postgraduate Adult & Gerontology Acute Care Nurse Practitioner (AGACNP) Certificate Program
The AGACNP concentration focuses on preparing nurses to perform in the expanded APN role caring for adult & gerontology populations in acute and chronic care settings. The student’s area of study incorporates a blend of theory and research with an emphasis on guided practice in clinical areas. The curriculum builds on the core master’s courses with the addition of essential FNP courses. All didactic and clinical courses are planned following the guidelines of the National Organization of Nurse Practitioner Faculties (NONPF) to meet the requirements for national certification.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Postgraduate Adult & Gerontology Acute Care Nurse Practitioner (AGACNP) Certificate (33 s.h.)

NURS5010 Introduction to MSN and Post-graduate Certificate Programs 0 s.h.
NURS5100 Pharmacotherapeutics 4 s.h.
NURS5143 Advanced Health Assessment and Diagnostic Reasoning 4 s.h.
NURS5192 Advanced Practice Procedures in Acute Care 2 s.h.
NURS5194 Advanced Practice Competencies Lab 1 s.h.
NURS5270 Care of Adult-Gerontology Populations 3 s.h.
NURS5280 Acute Care of Adult-Gerontology Populations I 3 s.h.
NURS5290 Acute Care of Adult-Gerontology Populations II 3 s.h.
NURS5440 Advanced Pathophysiology 4 s.h.
NURS5450 AGACNP Practicum: Chronic Care 3 s.h.
NURS5460 AGACNP Practicum: Acute Care 3 s.h.
NURS5470 AGACNP Practicum: Final 3 s.h.

Gainful Employment Disclosure
The Gainful Employment Disclosure for this program can be found with Consumer Information located here.

Postgraduate Nurse Educator (NE) Certificate Program
The Postgraduate Nurse Educator certificate program is a graduate level program designed for persons who already possess a Master’s degree in Nursing and are interested in enhancing their knowledge base and skills to teach adults in a collegiate or health care setting. Students admitted to the Postgraduate NE program are not matriculated for a graduate degree. A certificate in Nursing Education is awarded upon completion. The Postgraduate Nurse Educator Certificate Program requires completion of 4 courses for a minimum of 12 hours. All four courses are online. A certificate is received upon completion of the coursework and students are eligible to sit for the National League of Nursing (NLN) Nurse Educator certification exam.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Postgraduate Nurse Educator (NE) Certificate (12 s.h.)
NURS5010 Introduction to MSN and Post-graduate Certificate Programs 0 s.h.
NURS5210 Roles Socialization for Nurse Educator 2 s.h.
NURS5650 Teaching Strategies 3 s.h.
NURS6600 Assessment of Learning in Nursing Education 3 s.h.
NURS6620 Curriculum Development 4 s.h.

Gainful Employment Disclosure
The Gainful Employment Disclosure for this program can be found with Consumer Information located here.

Postgraduate Certificate Completion Requirements
To qualify for a postgraduate certificate, each candidate must have:

Completed sufficient credit to meet the total required graduate semester hours within 6 years of enrollment for the Family Nurse Practitioner concentration or 4 years of enrollment for the Nurse Educator concentration. Students may petition one time for a 1 year extension.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Completed at Graceland University:
33 total graduate semester hours with a minimum of 13 at Graceland for Family Nurse Practitioner and Adult & Gerontology Acute Care Nurse Practitioner concentrations;
12 total graduate semester hours with a minimum of 8 at Graceland for the Nurse Educator concentration.
Earned a final course grade of B or better in every course.
Fulfilled all financial obligations to Graceland University.
Filed with the Office of the Registrar at least 6 months prior to the anticipated certificate completion date.

Visiting (Non-degree Seeking) Students
Non-degree seeking students, who hold current licenses to practice as Registered Nurses in the U.S.A. and its territories, may be enrolled as visiting students in the following graduate nursing courses on a space available basis. A maximum of two courses taken as a visiting (non-degree seeking) student may be applied toward the degree or certificate requirements.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5100 Pharmacotherapeutics
NURS5121 Theory in Nursing
NURS5143 Advanced Health Assessment and Diagnostic Reasoning
NURS5194 Advanced Practice Competencies Lab
NURS5440 Advanced Pathophysiology
NURS5650 Teaching Strategies
NURS6600 Assessment of Learning in Nursing Education
NURS6620 Curriculum Development
NURS8100 Professional Roles & Issues for DNP
NURS8120 Policy & Regulation
NURS8130 Biostatistics
NURS8140 Epidemiology & Population Health
NURS8200 Application of Research for EBP
NURS8210 Project Management
NURS8220 Healthcare Informatics
NURS8260 Collaboration & Organizational Leadership

Graduate Student Handbook
Academic policies are summarized in the Graduate Student Handbook (GSH) which can be viewed at http://pubdocs.graceland.edu/SchoolOfNursing/GradStuHandbook.pdf. This handbook is updated on a regular basis. Refer to the online version for the most current information. Students will be notified when major revisions are posted. Academic policies are available to enrolled students via links posted on the My Graceland School of Nursing Resources page.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Courses in Nursing (DNP)
NURS8010 Introduction to Doctoral Study in Nursing 0 s.h.
Focuses on preparing the SON doctoral student to be successful in an online graduate program of study. Includes mandatory completion of selected tutorials, review of academic policies, pre-clinical HIPAA and Standard Precaution requirements, and participation in pre-scheduled Live Chat sessions. Information related to university resources and services available to support successful progression and completion of the selected program of study is provided. Successful completion within the first term of enrollment is required for progression in the selected program of study. (Graded on a Pass/Fail basis.)

NURS8100 Professionalism, Ethics and Issues 3 s.h.
This course provides a foundation for the development of the Doctor of Nursing Practice role. The content provides a broader interdisciplinary view of historical, theoretical, and political avenues of the Doctorate in Nursing Practice. It also includes health care policy advocates and macrosystems, ethics, and professional development for DNPs today, tomorrow, and into the next generation. In addition, it helps the DNP student with framing their doctoral identity and practice. Includes 12 clock hours of field experiences counted toward the post-BSN supervised practice hour requirement for the DNP degree.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8120 Health Systems Policy and Regulation 3 s.h.
Focuses on the fundamental principles of health policy and the impact of the political process for health care in the United States and around the globe. The course will prepare students to accept multifaceted leadership positions and expand the role of specialty practice nurses in the development, delivery, and monitoring of health care. This course addresses the distinctive intricacies of health care policies that influence care in the U.S. and globally. It is designed to assist the student in developing the skills necessary to critically analyze health care policies and to recognize how they can be influenced by investors or special interest groups. These policies are examined from a governmental and organizational viewpoint. Includes 8 clock hours of field experiences counted toward the post-BSN supervised practice hour requirement for the DNP degree.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8130 Biostatistics 3 s.h.
Focuses on the application of statistical methods and analysis of data used in research for evidence-based practice and clinical decision making.

NURS8140 Epidemiology 3 s.h.
Focuses on epidemiologic concepts and methods for disease prevention, surveillance, detection, and intervention to promote the health of populations. Morbidity and mortality data and steps in the epidemiologic investigation process and epidemiologic research methods are emphasized. Students will learn specific epidemiologic skills such as use of existing datasets, analysis of published epidemiologic studies, and data interpretation. The epidemiology of infectious diseases, environmental health hazards, new and emerging diseases, chronic disease, managerial epidemiology and disaster preparedness is included. Includes 16 hours of field experiences that emphasize epidemiological leadership.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8200 Evaluation of Research for Evidence Based Practice 3 s.h.
Focuses on the application of research methods conducted to generate evidence-based knowledge to improve nursing practice and patient outcomes. Emphasis will be on students’ identification of practice problem using steps in evidence-based practice process. Students will develop skills and competencies in database searching, critical appraisal, interpretation of research findings, data analysis, synthesis, and decision making for application of evidence in clinical practice. The process of critiquing quantitative, qualitative, outcome, and intervention research methods is included. Ethics in healthcare research will be discussed. Finally, students will learn and be prepared to communicate clinical practice scholarship and research findings. Prerequisite: NURS8130.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8210 Project Management 3 s.h.
Focuses on the steps and processes for comprehensive and systematic management of an evidence-based scholarly practice project designed to remediate an identified practice phenomenon. The framework will address analysis of a practice setting, identification and description of the phenomenon of interest, the PICO question, systematic review of the literature, and an outline for the project proposal. Emphasis will be placed on the resources and skills needed for successful management of a scholarly practice project. Includes 100 supervised practice hours directly related to project management in an advanced practice setting. Prerequisite: NURS8200, Corequisite: NURS8950, NURS8260.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8220 Healthcare Informatics 3 s.h.
Focuses on information systems technology, its applications within healthcare settings, and the value of technology for managing healthcare data. Some covered content includes information technologies and applications used in healthcare for various purposes including clinical decision support, transferring expert knowledge, and for collecting and managing healthcare data. Current and emerging technologies are introduced, as well as other topics such as policy, ethical and legal issues relevant to health information technology (health IT). The value and impact of health IT implementation is covered, and students learn about technology and outcomes evaluation. They are also introduced to the role of various stakeholders in health IT planning, design, implementation, management and use. Students will acquire the skills necessary to accurately use information systems and technology and to lead the advancement of informatics practice and research.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8260 Organizational Leadership and Collaboration 3 s.h.
Focuses on leadership theories and principles and innovative leadership strategies for the DNP Concepts covered include transformational leadership, measurement of outcomes, data driven decision-making, organizational culture and climate, communication skills, professional accountability, change theory, and the business realities of healthcare leadership. Students will develop and or refine leadership skills as they progress through the course in order to enhance the quality of nursing and healthcare delivery systems.

NURS8950 Advanced Practice in Organizational Leadership 1-4 s.h.
Includes up to 400 advanced practice hours for students enrolled in the DNP program with less than 364 verified post-BSN supervised practice hours. The number and nature of the practice hours will vary from student to student and is mutually agreed upon between the student, faculty advisor and cooperating agencies. Practice hours are documented by the student and approved by the faculty advisor at regular intervals. Practice hour logs are approved by the faculty advisor and filed in the online course site. This course is not a requirement for the degree. One semester hour is equivalent to 80-100 clock hours of practice experience. Course may be repeated as needed. Graded on a Pass/Fail basis.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS9700 DNP Practice Improvement Project Continuous Enrollment 1 s.h.
Provides continuous enrollment to complete course requirements for incomplete grades assigned to NURS9710, NURS9711, NURS9712 and NURS9720. Graded on a Pass/Fail basis.

NURS9710 DNP Practice Improvement Project Proposal 3 s.h.
Focuses on facilitating student progress through the proposal development & formal approval processes of an evidence-based quality improvement project designed to remediate an identified practice phenomenon. Project development and design requires demonstration of integration, synthesis and application of advanced practice competencies.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Course requirements include 200 supervised practice hours and a formal written project proposal approved by the faculty advisor, practice mentor, practice site and institutional IRB(s). Both direct hours (time spent working on the project in the practice setting) and indirect hours (time spent working on the project outside of the practice setting) are included in this total. The nature of the practice hours will vary depending on the nature of the scholarly project and practice experience and is mutually agreed upon between the student, faculty advisor and cooperating agencies. Practice hours related to project completion are documented by the student and approved by the faculty advisor at regular intervals. Practice hour logs and project deliverables are approved by the faculty advisor and filed in the online course site. Graded on a Pass/Fail basis. Pre-requisites: Documented completion of a minimum of 500 post-BSN supervised practice hours, NURS8210.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS9711 DNP Practice Improvement Project Implementation 1 s.h.
Focuses on facilitating student progress through the implementation of an evidence-based quality improvement project designed to remediate an identified practice phenomenon. Project completion requires demonstration of integration, synthesis and application of advanced practice competencies. Course requirements include 100 supervised practice hours and a formal written project report, oral presentation to agency, and dissemination for peer-review. Both direct hours (time spent working on the project in the practice setting) and indirect hours (time spent working on the project outside of the practice setting) are included in this total. NURS 6600 Capstone Synthesis Practicum Assignment Papers. The nature of the practice hours will vary depending on the nature of the scholarly project and practice experience and is mutually agreed upon between the student, faculty advisor and cooperating agencies. Practice hours related to project completion are documented by the student and approved by the faculty advisor at regular intervals. Practice hour logs and project deliverables are approved by the faculty advisor and filed in the online course site. Pre-requisites: NURS9710.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS9712 DNP Practice Improvement Project Analysis & Dissemination 3 s.h.
Focuses on the analysis, evaluation and dissemination of an evidence-based quality improvement project designed to remediate an identified practice phenomenon. Project completion requires demonstration of integration, synthesis and application of advanced practice competencies. Course requirements include 200 supervised practice hours and a formal written project report, oral presentation to agency, and dissemination for peer-review. Both direct hours (time spent working on the project in the practice. The nature of the practice hours will vary depending on the nature of the scholarly project and practice experience and is mutually agreed upon between the student, faculty advisor and cooperating agencies. Practice hours related to project completion are documented by the student and approved by the faculty advisor at regular intervals. Practice hour logs and project deliverables are approved by the faculty advisor and filed in the online course site. Pre-requisites: NURS9711.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Courses in Nursing (MSN)
NURS5010 Introduction to MSN and Post-graduate Certificate Programs 0 s.h.
Focuses on preparing the MSN and post-graduate certificate student to be successful in an online graduate program of study. Includes mandatory completion of selected tutorials, review of academic policies, pre-clinical HIPAA and Standard Precaution requirements, and participation in pre-scheduled Live Chat sessions. Information related to university resources and services available to support successful progression and completion of the selected program of study is provided. Successful completion within the first term of enrollment is required for progression in the selected program of study. (Graded on a Pass/Fail basis.)

NURS5100 Pharmacotherapeutics 4 s.h.
Provides the graduate advanced practice nursing student foundational knowledge and application of pharmacotherapeutics to meet the health care needs of clients, from childhood through the older years. Content focuses on the principles of pharmacokinetics and pharmacodynamics, and provides an overview of selected therapeutic drug classes and complementary/alternative treatments, which allows students to evaluate client situations and determine therapy within the context of the overall treatment plan. Prerequisite: NURS5440.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5121 Theory of Nursing 3 s.h.
Focuses on the theoretical concepts that are essential to advanced nursing roles and the interactions between theory, research and practice. Grand, mid-range and practice level theories are examined and compared. The influence of theories from other disciplines on the development of nursing theory is appraised. Students will analyze, compare, and evaluate selected nursing theories for their use in nursing education or clinical practice. Concept analysis, synthesis, and theory application are also important components of this course. Prerequisite: NURS5170.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5143 Advanced Health Assessment and Diagnostic Reasoning 4 s.h.
Builds on health assessment skills developed during the professional nurses basic educational program. The course teaches students how to obtain a comprehensive assessment and use this information to develop and/or evaluate evidence based treatment plans for diverse patients with common acute and chronic health problems. Emphasis is placed on the process of clinical/diagnostic reasoning to enable the student to identify problems and make accurate diagnoses. The use of technology and electronic medical records are important components of this course.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5170 Research Methods and Evidence-based Practice 4 s.h.
This course focuses on methods in generating and evaluating research for nursing practice. Principles and applications of quantitative and qualitative research designs will be explored. Ethical and legal issues in conducting research will be examined. Students will be prepared to assess needs for practice change, critically appraise existing evidence, and develop a plan for implementation and evaluation of the evidence-based practice interventions.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5192 Advanced Practice Procedures in Acute Care 2 s.h.
Focuses on skill development in diagnostic and treatment modalities utilized in acute & critical care settings. Content includes fluid replacement, hemodynamic monitoring, defibrillation, ventilation. Analysis of relevant laboratory data and interpretation of radiographs and ECGs. Laboratory practice will include procedures such as suturing, intubation, line insertion. Pre-requisites: NURS5440, NURS5100.

NURS5193 Advanced Practice Nursing in Primary Care 2 s.h.
Provides a foundational knowledge of the multifaceted role of the Advanced Practice Nurse in the primary care setting; addressing selected advanced practice procedures diagnostic test interpretation and analysis of the APN as a member of the multidisciplinary healthcare team.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5194 Advanced Practice Competencies Lab 1 s.h.
Focuses on assessment of selected advanced practice competencies during a mandatory face-face focus session on the Independence Campus. Prerequisite: NURS5192 (AGACNP), NURS5143 (Prerequisite must be taken no more than 2 terms in advance of lab course.), Corequisite: NURS5193 (FNP).

NURS5200 Primary Care of Families : Pediatrics 3 s.h.
Examines the common, acute, and chronic health problems occurring in infancy through adolescence using a body-system scheme and a physical, emotional, psychosocial, spiritual, intellectual, and cultural approach. Advanced pathophysiology, assessment and diagnostic strategies specific to acute and common problems in children will be emphasized. Nursing strategies to enhance, maintain and restore health will be emphasized. Prerequisites: NURS5100, NURS5143.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5210 Role Socialization for Nurse Educators 2 s.h.
Focuses on socialization into the role of nurse educator. Emphasis is placed on the qualifications and competencies for the role. Students will use critical thinking skills to examine barriers and opportunities for nurses in the educator role and to propose a plan for transitioning into their new role. Interdisciplinary collaboration and relationship building are integral parts of this course.

NURS5270 Care of Adult-Gerontology Populations 3 s.h.
Focuses on comprehensive care of adult-gerontology (AG) populations. Discusses disease prevention and health promotion across the adult and gerontological population. Examines common acute and chronic health problems using a body system scheme and a physical, emotional, psychosocial, spiritual, intellectual and cultural approach. Advanced pathophysiology, assessment and diagnostic strategies, and evidence based-practice specific to common acute and chronic conditions are emphasized. Prerequisites: NURS5100, NURS5143, , NURS5194.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5280 Acute Care of Adult-Gerontology Populations I 3 s.h.
Focuses on the diagnosis and treatment of acute/critical health alterations. Emphasis is on the most common and highest acuity of cardiovascular, respiratory, endocrine and orthopedic/mobility disorders. Nursing strategies to restore, maintain and enhance health are emphasized. Prerequisites: NURS5270.

NURS5290 Acute Care of Adult-Gerontology Populations II 3 s.h.
Focuses on the diagnosis and treatment of acute/critical health alterations. Emphasis is on the most common and highest acuity of neurologic, hematology/oncology, GI/GU and rheumatic disorders. Nursing strategies to restore, maintain and enhance health are emphasized. Prerequisites: NURS5280.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5440 Advanced Pathophysiology 4 s.h.
Provides the graduate nursing student with a well-grounded understanding of the pathophysiologic mechanisms of disease to serve as a foundation for clinical assessment, decision making, and management. Content focuses on etiology, pathogenesis, and clinical presentation of selected altered health states across the lifespan.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5450 AGACNP Practicum: Chronic Care 3 s.h.
Focuses on the development and application of knowledge and skill in the advanced practice role under the direct supervision of an approved preceptor in a practice setting. Management of chronic health problems of AG populations is emphasized. Develops skills for collaboration with multidisciplinary teams and effective utilization of community resources. Prerequisite: NURS5280, Corequisite: NURS5290.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5460 AGACNP Practicum: Acute Care 3 s.h.
Focuses on the development and application of knowledge and skill in the advanced practice role under the direct supervision of an approved preceptor in a practice setting. Management of acute health problems of AG populations is emphasized. Develops skills for collaboration with multidisciplinary teams and effective utilization of community resources. Prerequisite: NURS5450.

NURS5470 AGACNP Practicum: Final 3 s.h.
Focuses on integration, application and development in the advanced practice role under the direct supervision of an approved preceptor in a practice setting. Comprehensive management of acute and chronic health problems is emphasized. Develops skills for collaboration with multidisciplinary teams and effective utilization of community resources. Prerequisites: NURS5460.

NURS5650 Teaching Strategies 3 s.h.
Focuses on how human learning occurs, factors that influence learning, and use of teaching strategies based on learning theories. Emphasis is based on the application of theoretical principles, instructional methods, and research findings that support improved student learning.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5661 Roles and Issues for Nurse Educators 3 s.h.
Focuses on socialization of the nurse into the role of educator and on the academic, legal, ethical, economic and organizational issues that influence the NE role. Emphasis is placed on preparing students for NE core competencies as delineated by the NLN Scope of Practice for Academic Nurse Educators. Interdisciplinary collaboration and transformation of nursing education are integral components of this course.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5900 Topics in Graduate Nursing 1-3 s.h.
Graduate level study of selected topics approved by the Graduate Council. Topics are announced prior to each semester they are offered. May be repeated for credit when the topics vary.

NURS6000 Individual Study 1-3 s.h.

NURS6200 Primary Care of Families: Adults 3 s.h.
Examines the common, acute, and chronic health problems occurring in adults using a body — system scheme and a physical, emotional, psychosocial, spiritual, intellectual, and cultural approach. Advanced pathophysiology, assessment and diagnostic strategies specific to the acute and common problems in adults will be stressed. Nursing strategies used to enhance, maintain, and restore health will be emphasized. Prerequisites: NURS5100, NURS5143.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6600 Assessment of Learning in Nursing Education 3 s.h.
Focuses on academic assessment, measurement, testing, and evaluation in nursing education and preparation of nurse educators for carrying out these activities as part of their role. Learning principles, qualities of effective measurement instruments, construction and use of teacher-made tests, use of standardized tests, test interpretation, and assessment of higher level cognitive skills and learning will be examined. The differences between instructional assessment, curriculum-based measurement, criterion-referenced and norm-referenced testing, clinical performance evaluation, and the social, ethical and legal ramifications of testing are integral components of this course.

NURS6620 Curriculum Development 4 s.h.
Focuses on the principles of curriculum development, implementation and evaluation. Emphasis is placed on curriculum organizing frameworks, goals and outcomes, planning, design, and implementation strategies, evaluation, and revision. Students will construct a mini-curriculum and evaluate curriculum systematic evaluation plans as part of the requirements for this course.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6720 Nurse Educator Teaching Practicum 2 s.h.
Focuses on engagement in practicum activities designed to promote socialization to the role of nurse educator, application of educational theory and evidence-based teaching and assessment practices, facilitation of the cognitive, psychomotor, and affective development of learners in a selected practicum setting; and reflection/evaluation of the teaching, scholarship, and service demands of the nurse educator role.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6740 Family Nurse Practitioner Practicum: Pediatrics 4 s.h.
Focuses on a holistic approach to health care from infancy through adolescence incorporating the principles of well child care, health promotion, and disease prevention including the concepts of growth and development, and screening procedures. Emphasizes advanced pathophysiology, assessment and diagnostic strategies specific to acute and common problems in children. Stresses clinical interventions to enhance, maintain, and restore health in context of family and community environments. Develops skills for collaboration with multidisciplinary teams and effective utilization of community resources. This course requires 180 clinical hours and a minimum of 180 pediatric patients. Documentation and the care is to be entered into the nurse practitioner tracking system. In addition, all clinical hours must be completed within the United States and its territories. All hours must be with pediatric patients ages birth-18 and include well visits, acute, and chronic care. No specialty hours will be allowed in this practicum. Prerequisite: NURS5200, NURS5194, NURS6800.

NURS6760 Family Nurse Practitioner Practicum: Adult 4 s.h.
Focuses on a holistic approach to health care of the adult throughout the lifespan; incorporating the principles of health promotion, disease prevention and primary and rehabilitative health care concepts which are applied to the management of adults in the context of their family and community environment. Emphasizes advanced pathophysiology, assessment and diagnostic strategies specific to acute, common and complex health problems in adults. Stresses clinical interventions to enhance, maintain, and restore health. Develops skills for collaboration with multidisciplinary teams and effective utilization of community resources. This course consists of 180 clinical hours and managing care for a minimum of 180 patients. Documentation of the care is to be entered into the nurse practitioner tracking system. In addition, all clinical hours must be completed within the United States and its territories. All hours must be spent with patients ages 18-100 and include well visits, acute, and chronic care. No specialty hours will be allowed in this practicum. Prerequisite: NURS6200, NURS6800.

NURS6800 Roles and Issues for Advanced Practice Nurses 4 s.h.
Focuses on the exploration, development and implementation of advanced roles for nurses. Emphasis will be placed on the standards of practice, requirements for, regulation of, and socialization into advanced nursing roles. Students will use critical thinking skills to examine barriers and opportunities for nurses in advanced roles and propose a plan for transitioning into their new role. Additionally, the course focuses on the organization of health care delivery systems, health care finance, health care policy, ethical and legislative issues affecting health care planning and delivery. Sociopolitical issues will be examined as they impact the formation of policies and the nursing profession as a whole.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6810 Nurse Educator Clinical Specialty Practicum 2 s.h.
Focuses on the synthesis of previously gained knowledge to promote nurse educator development of expertise in a clinical specialty area (medical-surgical nursing, maternal-child nursing, mental health nursing, pediatric nursing, or gerontological nursing). Students will use theory and research findings to draw inferences about care of patients within their identified clinical focus area. The course includes 120 practice hours and is designed to facilitate teaching in the academic setting.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6830 Family Nurse Practitioner Practicum: Family 3-4 s.h.
This practicum is the capstone course of the family nurse practitioner program requiring independent clinical management of acute and chronic illnesses across the life span highlighting multicultural care. Synthesis of practice management skills pertaining to economics, reimbursement for services and time management will be emphasized. This course consists of 240 practice hours. You will also be required to provide care for a minimum of 180 patients with all patient information being logged into the nurse practitioner tracking system. All clinical hours must be completed in the United States and its territories. During this final practicum, 120 hours of the 240 may be spent in a specialty area of your choice. Prerequisites: All pediatric and adult practicum courses.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6930 EBP Synthesis Project 3 s.h.
Prepares the advanced practice graduate to improve nursing practice and patient health outcomes through the systematic selection, analysis, synthesis and application of current best evidence. Identification of clinically significant issues, use of evidence-based practice (EBP), collaboration, peer-review, and dissemination are emphasized. Prerequisites: NURS5121.

I chose to pursue nursing education. Teaching is a rewarding profession. Nursing Education will allow me to grow and develop valuable skills that I can utilize in my teaching profession. I want to grow as a nurse educator and learn various roles as a nurse educator. Nurse educator requires me to challenge myself and be a lifelong learner. Eventually, I want to have leadership role. I want to gain knowledge and skills to be an effective educator. Meeting the needs of my students and my Institution is very important to me.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Personal and Professional Goals
I am interested in graduate school to further my career and to enhance my knowledge and skills to contribute and make a difference in health care, patient outcomes, quality of care and education. I want to explore ways to become scholar practitioner to effect positive social change. I plan to apply my new knowledge and skills immediately. I would like to get my post master certificate in leadership and management. It is important for me to set an example for my children and to provide them with an opportunity to go to college when they get older. One message that I would like to share with my children is that with some goals, dreams, determination and hard work anything is possible.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I would like to pursue education because I have passion for teaching. I have always loved teaching others but never done it in front of the classroom until recently. When school started I also started a part-time job teaching at Intercoast Career Institute where I am a faculty member who teaches licensed practical nurses. I find teaching a rewarding and valuable experience. I enjoy seeing the success of my students and like paving their way towards the future advances of nurses. I have a unique style that I feel I can be effective teacher as well as a leader. I am compassionate about my patient’s wellbeing so I will make an impression on my student to be

Professional Development Plan

the best nurse they can possible be.

With the projected nursing shortage and the baby boomers reaching retirement age there will be a need for more nurses. I am aware that universities and other nursing programs had to turn away nursing students because not enough faculty to teach. I hope to make an impact on teaching and will continue to expand my education and knowledge to make a difference. My goal is to educate others to make a difference in our healthcare system. I am very excited to utilize my teaching opportunity to improve, promote safety and quality in patient care. Having a Master of Science in Nursing degree with specializing in education will strengthen my career opportunities and allow me to grow as a nurse as well as educator.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Academic Excellence

I graduated from University of Southern Maine and received a Bachelor Science in Nursing degree December 2002. My time at college was extended because I was a single mom with a child who has chronic health needs. My son Steven 12, has severe steroid dependent Asthma, Reflux corrected by Nissan fundoplication at age 2, severe eczema, multiple food and environmental allergies and suppressed immune system. Steven was hospitalized multiple times while I was in nursing school. Due to my son’s health needs my GPA during some semesters was less than I would have liked. My overall GPA was 3.2.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

While I was at school I had support from my professors and my peers. The nursing students and faculty fundraised money so I could take my son to Mt Sinai Hospital in New York City. One of my professors gave me her time share to stay in Time Square. It was a wonderful experience. The opportunity allowed us to put aside his illness for a while and enjoy the sites in New York City. Through this experience I was able to witness firsthand what it means to be a nurse. It

Professional Development Plan

takes a lot of caring and compassion and pure dedication. My son’s life has always been surrounded by sickness and uncertainty. Through his illness I gained a greater appreciation for nursing. I vowed to myself that I would challenge myself to be the best nurse and work towards making a difference in my nursing profession.

Steven continues to have chronic health needs but his health is better managed since going to Denver Colorado to National Jewish Medical and Research Hospital. I was able to better understand his complex diagnosis and follow through with his treatment plan. His hospitalizations have decreased and his symptoms have lessened. I am now married with three boys and I have a supportive husband. My family means a lot to me. My son has to go through

more than someone his age should ever have to experience. Through this experience, I have grown personally and professionally.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Personal Qualities

When I am nursing and caring for the sick I have empathy for my patient and I can genuine say that I understand. I honestly can say that I understand what it means to be a patient. Being on both sides has helped me to understand the needs of patients and have a greater appreciation for nurse and patient relationship. Through my experience I was able to grow as a nurse and develop a deeper love and respect for nursing.

Obtaining my Master Science in nursing with specialization in Nursing Education will allow me to change health care system as we know it. It is nurse role to challenge the existing policies and help make new ones to address issues at hand (Mason, Leavitt & Chaffee, 2008). I feel this is important for nurses to emerge as leaders. I believe in Holistic Health Healing. I want to bring about my belief and values through treating the whole individual and not just the

Professional Development Plan

diagnosis. It is important to recognize equality and diversity through my nursing practice and teach my students to ensure safety and quality in patient care. There is increasing amounts of medical errors so nurses need to use evidence based practice to ensure patient safety (Mason, Leavitt & Chaffee, 2008).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Research Experience

I have some research experience while I was attending University of Southern Maine through research papers. My current job deals research information. I am a health coach were I provide my members with evidence based research information. I am committed to assuring privacy and confidentiality. Every call before I am able to give out any information I have to have my members verifies their address and DOB. This is often challenging because of trust issues with my members and they feel that I should already have this information.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

My member’s wellbeing is my highest priority. I help my members to better understand their medical issues and become more engaged in managing their healthcare with their physicians. When my members are trying to make a health care decision, I provide them with the most informed information through research to help them to make a decision that is right for them. The goal of all my calls is to meet my members where they are through focusing on their needs and provide them with quality care.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I challenge myself every day and go above and beyond what is expected of me. I volunteer on two committees. The first one is United Way committee that is a non-profit organization that helps support local communities. I help with fundraising money. I have created various posters to help with the United Way Campaign to encourage our Health Coaches to donate their money to support local communities and programs in need. I have also

Professional Development Plan

volunteered at one of our local food pantry for breakfast. This was a humbling experience. I have the privilege of being accepted on the Health Coach Education Training Committee. To qualify for the committee my productivity and quality had to exceed standards and was chosen by my community leader. On this committee I help with doing research and coming up with research topics that would help my colleagues when coaching their members. I also had the opportunity to help do research and present a power point presentation on benign prostatic hyperplasia and colon cancer. I also have personally done research on neck and back pain. I have done research on a smaller scale where I have created two posters, one on neck and back pain and the other on asthma and allergies. These posters were designed to give coaches important research information on a specific topic that will help enhance their coaching.

Why Walden

Pursuing my Masters of Science of Nursing with specialization in nursing education is right for me. I am a dedicated hard worker. I have the eagerness and willingness to learn. I am

looking forward to grow as a scholar practitioner that effects social change. According to Walden Mission and Values, At Walden I will develop skills that will help me grow as a student and a nurse through ongoing research and knowledge with an innovative online learning environment that support real world experiences and diversity.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The practicum setting that I feel would match my personal, professional and course learning goals is at my current job Health Dialog and Intercoast Career Institute. Health Dialog was created to improve the state of healthcare system. I want to recognize a specific population and look at ways to improve quality care and engage members to better understand their medical issues. I would like to focus on the unwarranted variations in healthcare and how it impacts our

Professional Development Plan

members while utilizing research to improve quality of care and reduce health care cost.

At Intercoast I teach licensed practical nurses. I want to help guide my students to achieve academic excellence. Nurse excellence is a quality all nurses should pursue to provide service and meet the growing demands of the profession (Thoun, 2009).
My time at Walden will help me grow as a nurse educator. Walden University will provide me with an opportunity to balance home, work and graduate studies. Nurses need to pursue achieve academic excellence through scholarship and service (Cary & George, 2011).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Applying Walden’s Values and Mission

The strengths that I can bring to my academic experience here at Walden are my hard working skills, my determination to make a difference in others’ lives and my passion for nursing. I feel I am good at utilizing the computer and accessing research information and applying it to my nursing role. I have a lot of compassion for my members and patients that I want to continue to provide the best healthcare by improving quality and safety of patient care and to help reduce healthcare cost. I am goal oriented and a hard worker. I enjoy going above and beyond what is expected of me. I feel that my strengths are in line with Walden statement of social change. All of the strengths listed will help me to be disciplined and to work hard with my graduate studies and to apply my new knowledge in my healthcare field immediately. According to Walden Mission, Walden creates an environment that working professional can study in a diverse environment that help student to become scholar practitioner that effect social change in their community and career.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Walden Mission

Walden University Mission statement and values help to guide me to pursue Master Science of

Professional Development Plan

Nursing with specializing in nursing education. Walden University will provide me with an opportunity to balance home life and graduate studies. Walden University will give me the flexibility that I need while creating a structured environment where I can grow and develop new skills. The online program offers access to quality higher education a way traditional classroom does not. This program is affordable and it will work around my busy schedule. I will never be alone in the Walden classroom. I will have support from accomplished faculty and get support from my peers while developing a social network of relationships that can last for life. I like knowing that Walden University was designed to meet the needs of working professionals. According to Walden Mission, Walden University brings diversity and creates a learning environment that effects social change.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Professional Development Plan

References

Cary, A. H., & George, G. (2011). The doctor of nursing practice (DNP). Oregon State Board of Nursing Sentinel, 30(1), 10-11.

Mason, D.J., Leavitt, J.K., & Chaffee, M.W. (Eds.), (2008). Policy & Politics in Nursing and Health Care (5th ed.) (Chapter 16, page 449-454). St. Louis, MO: Saunders/Elsevier.

Thoun, D. (2009). Toward an appreciation of nursing scholarship: recognizing our traditions, contributions, and presence. Journal Of Nursing Education, 48(10), 552-556.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Walden Vision and Mission Statements. Retrieved September 13, 2009, from http://catalog.waldenu.edu/content.php?catoid=1&navoid=243 In-text citation (Walden Vision and Mission Statement).

Curriculum Vitae/Résumé

Curriculum Vitae

Laurie Fougere
150 Holmes Road

Scarborough, Maine 04074
laurie.fougere@yahoo.com

Home 207-510-1756

Strengths and Accomplishment

Responsible registered nurse with excellent communication skills and computer skills demonstrated by 9 years of experience in health care. I go beyond what expected of me. Team player and able to work independently.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Skills and Highlights

Intravenous Therapy
Teach Licensed Practical Nursing
Teach Medical Assisting
Cultural Competent Care
Strong Clinical Judgment
Demonstrated Strong Phone Communication
Patient and Family Focused
Critical Thinking Skills
Good Assessment and Documentation skills
Student Centered Teaching
Clinical Skills

Professional Experience

8/30/2009 to present
Intercoast Career Institute
207 Gannett Drive,
South Portland, Maine 04106
207-822-9802
Teach students to become licensed practical nurses: med-surge, mental health, pharmacology, NCLEX reviews and clinical. Teach medical assisting program. Tutor students I enjoy the teaching environment and find it very rewarding being part of a team and help student to become nurses.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Curriculum Vitae/Résumé

9/17/2007-6/25/2010
Health Dialog, Health Coach
2 Monument Square
Portland, Maine 04101
207-822-3700
Health Coach provides evidence based research information to our members. We encourage physician-patient relationship. We are committed to assuring privacy and confidentiality. Member wellbeing is our highest priority. We help members to better understand their medical issues and become more engaged in managing their healthcare with their physicians. When members are trying to make a health care decision, we provide them with the most informed information to make a decision that right for them. Goal of all our calls is to meet the member where they are and focus on member’s needs.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

4/25/05-1/25/08
Home Health Visiting Nurses of Southern Maine
15 Industrial Park RD.
Saco, Maine 04072
207-284-4566
Visiting nurse and case manager. Help patients to manage their healthcare needs in the privacy and comfort of their homes. Advocated for patient’s needs. Assess patient’s knowledge about condition and educated as appropriate. Some of my responsibilities were: wound care, Diabetes teaching and assessment, IV Therapy, Draw Blood, Picc Care, Colostomy care, Depression screen and Teach, Assess Patients health and needs, vital signs and physical assessment, medication teaching, admissions, communication with doctors and with others part of patient team, Documentation and oversee CNA and did their evaluations.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

1/4/03-10/24/04
Mercy Hospital 5 B Telemetry
144 State Street Portland Maine 04101
207-879-3000
Took care of patients on Cardiac floor and some med/surge overflow especially elderly population some with Dementia and Alzheimer’s. Monitored Telemetry, Provided Patient Care and Teaching, Administered meds and IV medication, complete assessment and documented appropriately, gave report before and at the end of shift. Monitored Patients, treated after Cardiac cath and stress test, and followed protocol. Collaborated with other team members and doctors. Admitted patients and did paper work. Provided end of life care and mortem care.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Education

Walden University

Curriculum Vitae/Résumé

Master in Nursing with Specializing in Education
9/4/2009 to present

GPA 3.7

Expected Completion 12/2011

University of Southern Maine

Registered Nurse BSN
Portland, Maine 04101
01/18/1998-12/20/2002

GPA 3.2

Certifications

CPR by American Red Cross for Health Care Providers

Enhanced Awareness Model on Therapeutic Communication

Service

Volunteer at Amistad, Life Enhancement and Social Club for people with mental illness and substance abuse.

Volunteer on United Way Committee

Participated in a research committee to teach colleagues up to date medical information.

 

Health Care Reform

Health Care Reform

RICHARD

Walden University

Dr. Patti Urso

10/29/2009

Health Care Reform

President Obama is trying to pass healthcare reform that includes support for quality healthcare and access to healthcare for everyone. Through my experience at Walden I have learned to shift my thinking to improving our healthcare system. I am developing the skills to be a leader and finding my scholarly voice. According to Dr. O’Neil, in the video, The health-care reform (2004), nurses need to move from current practices and challenge self in improving access, quality care, patient safety and control cost. Nurses are emerging as leaders to help facilitate change in healthcare reform.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Before taking this class I didn’t put a lot of thought into our President’s plan for healthcare reform. I knew about it but I didn’t understand the ways that I could help. As an emerging nurse leader I have learned that I need to expand my knowledge to effect change. With expanding my knowledge, I learned to look at the role of the nurse differently. It is important for the nurse to think beyond direct nursing care. Nurses need to get involved in policy making and protect and advocate for the needs of the healthcare system with emphasis on needs of our patients (Mason, Leavitt and Chaffee, 2007).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

In order to effect change in our healthcare system it is important to understand history of nursing and how the leaders in nursing influence our healthcare as we know it today. According to Mason, Leavitt and Chaffee (2007), Nursing has a strong history of nurse leaders who were visionaries, activists, advocates, researchers, policy makers and educators. These nurse leaders have paved the way for nurses to merge as leaders to use their voice to develop and change policies and improve the quality and safety of our patients. Our nurse leaders of our past have paved the way for our future of healthcare (Mason, Leavitt and Chaffee, 2007). It is interesting

Health Care Reform

to see how far nursing has come and how it began. Florence Nightingale was a voice of a leader who defied all odds to create opportunity for nurses to be future leaders and role models.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

It is important for nurses to work together to ensure our patients have access to quality healthcare while contain cost. With the rising cost of healthcare, advances in technology driving cost up, elderly population living longer with chronic condition and increase number of people without access to affordable and quality healthcare drives the need for an overhaul of our healthcare system. There is an increasing need for healthcare reform. Nurses need to be able to recognize and eliminate wasteful spending. Nurses need to pull together and advocate for change in our healthcare system. Nurses can influence change through using their experiences and advocate for healthcare reform with their local government. The nursing role is one that advocates for patients’ rights, health and safety and act in a way that promotes patient wellbeing (Mason, Leavitt & Chaffee, 2007). Would we be promoting patient’s wellbeing and protecting patient’s rights if we deny them access to healthcare because of cost.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Nurses need to be accountable and held at higher standards. We need to be role models for our patients and lead healthy lifestyles. If we expect our patient to lead healthy lives we have to model the behavior and educate our patients about the importance of prevention and wellness. It is important for the nurse to treat the whole individual and not just the diagnosis. When people have a physical illness their mind, body and spirit need to be cared for as well (Amara, Bodenhorn Cain, Carlton, Chambers & Cypress, 2003). In order for patients to receive quality care and contain cost it is important for nurses to encourage patient and provider relationship and encourage and educate patients to be an active participant in their healthcare.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Health Care Reform
With the economy the way it is and more people without quality healthcare or limited healthcare we all need to pull together and bring our experiences to effect change. Health professionals may have different views of how to improve healthcare system but realize they share similar goals to provide patients with access to quality healthcare that is affordable. Nurses need to become politically involved and need to advocate for quality and affordable health care (Mason, Leavitt & Chaffee, 2007). We need to be the voice of the future and emerge as leaders to bring about change in our healthcare so everyone has access to quality and affordable healthcare.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Health Care Reform

References

Amara,R.,Bodenhorn,M.,Cain,M.,Carlton,R.,Chambers,J.,&Cypress,D.,et al.(2003).Health and Health Care 2010,The Forecast, the challenge.(2nd.Edition).The Robert wood Johnson Foundation.Princeton,N.J.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Laureate Education, Inc. (Executive Producer). (2004). Healthcare Reform. (Video Recording). (From Laureate Education, Inc. 12975 Coral Tree Place, Los Angeles, CA 90066-7020).

Mason, D.J., Leavitt, J.K., & Chaffee, M.W. (2007). Policy & politics in nursing and health care (5th ed.). St. Louis, MO: Saunders/Elsevier

.

Empowerment

Empowerment
NURS 6110 The Nurse Leader: New Perspectives on the Profession
Laurie Fougere
Dr. Bobbie Whitworth

12/24/2009

Empowerment

According to this week assignment on “Empowerment” we were to rate our company on a scale from 1-4 to show how empowering our organization is (Grossman and Valiga, 2009). I struggled when answering the yes and no questions and went back and forth on many of the questions. Overall I feel my organization is empowering but due to recent layoffs and company being taken over by Bupa the morale of my company is at all-time lowest. I scored my company a 3 which is moderately empowering using the 1-4 scale designated for this week class assignment.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

My company recently was taken over by a British company called Bupa which was one of our financial backers and now Bupa owns the company. At first we were told we were not going to see changes at the coaching level and Health Dialog as we know it will stay the same. Gradually we started seeing small changes and eventually the company was transformed into a different company to allow Health Dialog to grow as a company and to stay strong through upheaval in the economy.NURS 6600 Capstone Synthesis Practicum Assignment Papers. The mission of Health Dialog is as follows, “We improve healthcare quality and reduce rising medical costs by addressing unwarranted variations in the health care system.” (Health Dialog, 2009). Health Dialog is making the necessary changes to meet the future needs and goals of the company.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

With using my old ways of thinking which was dealing with things that was directly in front of me then most of my answers would be no. Thinking as a nurse leader I am able to think beyond my role as a health coach and be open to the changes at Health Dialog. Nurses need to make the changes from their current role to grow as a leader (Shifflet & Moyer, 2010). I now have a greater appreciation for the recent changes to help shape Health Dialog so we can be and

Empowerment

continue to be a thriving company now and in the future. As I reflected on my role as a nurse leader I analyzed the questions and was able to change a lot of the no responses into yes responses.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Some of the no responses that I was able to change into yes responses were Is this organization open to new ideas and new ways of doing things?, Is competition among group members healthy and productive?, Are the strengths and talents of individual members recognized?, Are the strengths and talents of individual members built upon? My company has a survey that employees are able to anonymously give feedback and rate various aspects of Health Dialog and the health coaching process. Through this survey changes were able to be made to better the company as a whole. My team was able to develop a plan to improve the areas needing improvement. We designated a person for each team that is responsible for leading the team and we share this responsibility so everyone has the opportunity to lead the team. With developing this change health coaches were able to develop more unity. Our team meets monthly and we develop team building exercises so we can work together as a team. This connection with other health coaches has allowed us to create a friendly competition amongst ourselves to reach the most members while impacting them and providing members with quality health coaching experience.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Health Dialog has developed a way to recognize health coaches for its talents, strengths and contributions. The process entails Health coaches nominating one of their colleagues for Star of the Month Award where the nominees will then be selected by community leaders for the award then during Quarterly company meeting all the Star of the month recipients that were

Empowerment

chosen were recognize and giving a gift card. At first I said no to the question that talked about strengths and talents being recognized and built up because I felt the company didn’t recognize health coaches and it was health coaches who did the recognition. Nurses need to grow as leaders and improve the healthcare system while meeting the needs of the patients (Harris, Stanley & Rosseter, 2011). Thinking as a nurse leader I am able to see that it is because the company that there is the Star of the month Award. Health Dialog has created this opportunities for health coaches to recognize each other to show their appreciation for all their health coaches. According to Grossman and Valiga (2009), Nurse Leaders draw on strengths and talents of others and recognize their accomplishment and support personal growth while empowering others to work together in supporting one another through reaching their goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I desire to grow as a nurse leader and empower others to reach their goals. I would like to promote more communication amongst the coaching level through encouraging members of the coaching team to have a voice in the decision process.NURS 6600 Capstone Synthesis Practicum Assignment Papers. I want to form a committee with health coaches to work with upper management to promote a positive work environment that respects and values its employees. I plan to suggest discussing in our Quarterly meetings and regularly as needed, to have the company engage in communications about the company and client updates on the changes that could possibly have an impact on health coaches. Health Dialog has a website for business news as well as health coach information so I plan to update myself regularly and keep myself informed with the information to enhance my coaching so I can help empower other health coaches with their coaching. I want to be a positive influence to effect change in my company so as a team we can grow together and envision the future. Nurses

Empowerment

need to emerge as leaders and further their education to meet the future needs of nursing (Grossman and Valiga, 2009).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Empowerment
References

Grossman, S. C. & Valiga, T. M. ( 2009). The new leadership challenge: Creating the future of nursing (3rd end).Philadelphia: F. A. Davis Company.

Harris, J. L., Stanley, J., & Rosseter, R. (2011). The clinical nurse leader: addressing health-care challenges through partnerships and innovation. Journal Of Nursing Regulation, 2(2), 40-46.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Health Dialog (2011), retrieved from www.healthdialog.com.

Shifflet, V., & Moyer, A. (2010). Staff nurse to nurse leader: steps for success. Medsurg Nursing: Official Journal Of The Academy Of Medical-Surgical Nurses,
19(4), 252.

Theory Into Practice

Portfolio: Theory Into Practice
Linking Theory to Nursing Practice (NURS – 6120 – 4)
Walden University

Laurie Fougere
2/25/2010

Theory Into Practice

Jean Watson Human Caring Theory is based on holistic health healing nursing with caring as central focus that encourages nurse patient relationships. In creating a caring environment, ten carative factors, transpersonal caring relationship, caring in the moment and caring-healing modalities were developed to represent the “core of nursing” (Parker, 2006, p. 296-297). NURS 6600 Capstone Synthesis Practicum Assignment Papers. The practice of caring needs to be based on values and guided by nursing theory to meet the needs of both the patient and care providers. (Watson, 2005). Nursing theory helps to guide and shape nursing practice and incorporates human caring and healing to change and enhance the nursing profession. Jean Watson focuses on changing the nursing profession to meet the present and future needs of nursing care. She developed caring theory to be a guide to improve and shape the nursing profession to implement caring and healing environment.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

As I go about implementing Jean Watson’s Human Caring Theory in my practice there is some uncertainty on how my colleagues will perceive and accept this new theory. Any time there is something new there are some who will resist the theory and wonder why it is important to our nursing practice. I need to look beyond this, challenge others and myself to rise above and change our ways of thinking, and embrace this new opportunity to implement this nursing theory into our practice. According to Dr. Boykin, some of the possible barriers to implementing theory into practice are time and resistance, which are some of my barriers. (Laureate Education, 2005).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Some of the challenges we face are the demands that are placed on us already. We are expected to reach so many members and create communication records while trying to achieve quality coaching. Time is often against us to meet expectations of our company. There is overall sense of low morale because of job satisfaction. With the economy at its all-time lowest

Theory Into Practice

as a company, the executives made some difficult business decisions to transcend the company into the future. With this, our company needs to be able to reach out to more, meet, and exceed our client’s expectation and the needs of our members. The company went through a restructuring process and many were laid off and there was hiring freeze and pay freeze. This led to many of us wondering if we are, next to be let go. Maybe what we need is something fresh and be able to do what we do best and move our practice forward and implement the Human Caring Theory. “It is when we include caring and love in our work and our life that we discover and affirm that nursing, like teaching, is more than just a job.” (Parker, 2006, p. 297).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Some ways I plan to overcome the barriers are to encourage my colleague to express what human caring means to them and to share with others some of their quality coaching calls. Allowing health coaches to communicate their stories will help to overcome communication barrier. (Laureate Education, 2005). To overcome resistance barrier I plan to lead by example and encourage others to do so. Role modeling is an important aspect in overcoming resistance. (Laureate Education, 2005).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I plan to make my entire coaching calls member centered and deliver quality, caring and nurturing relationship with my members. I believe in treating the whole individual and not just the illness. Through my relationships with my patients, I come across as a nurse who is genuine and I truly care for my members. My goal is to strengthen health coach and member relationship through utilizing Jean Watson’s Human Caring Theory. I hope to improve the morale at my company by focusing more on how we deliver nursing care to our members. Nurse need to

Theory Into Practice

apply human caring to all aspects of their work to provide patient with dignity and respect (Ryan, 2005).

Theory Into Practice

Reference

Laureate Education, Inc. (Executive Producer). (2005). Theory into practice. Los Angeles: Dr. Boykin & Roundtable Discussion.

Parker, M. E. (2006). Nursing theories & nursing practice (Rev. ed.). Philadelphia, PA: F.A. Davis Company.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Ryan, L. A. (2005). The journey to integrate Watson’s caring theory with clinical practice. Resurrection Medical Center. pp. 1-8.

Watson, J (2005). Caring theory as ethical guide to administrative and clinical practices. Nurs Admin Q. 30 (1). pp. 48-55.

Evidence Based Nursing Practice

Research Professional Portfolio

NURS:6130-4Evidence Based Practice Through Research

Walden University

Laurie Fougere

4/22/2011

Evidence Based Nursing Practice

Research

Nursing research has gained its reputation in nursing practice. Nursing practice is requiring evidence base practice to be utilized in guiding nursing practice. As increase awareness to nursing research more nurses are participating in the nursing research process. It is important for nurses to perform research and incorporate it into practice (Polit & Beck, 2008).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

When I first started nursing research class, I could never really imagine myself performing research. I had very limited knowledge on how to conduct research and to be honest the thought of doing nursing research scared me. Nurses often lack the necessary skills to conduct research and know how to apply it into practice (Polit & Beck, 2008). I now feel excited about the skills I have learned to conduct nursing research.

Through this class we were given several different assignments that helped us increase our knowledge and understanding of the research process. “The general purpose of nursing research is to answer questions or solve problems of relevance to the nursing profession.” (Polit & Beck,2008, p.19). One of my first assignments was to develop research questions which helped to conduct a literature review. My original questions changed as I was conducting literature review through the Walden Library.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I now know how to critique a literature review. I chose a qualitative study that looked at how patients who were at a high risk for cardiovascular disease received preventive consultation with their general practitioner and captured their experience during the process. I learned that the study supported other similar study that preventive screening is helpful with patients trying to make lifestyle changes. The most important thing that I learned was the importance of listening

Evidence Based Nursing Practice

to your patients and encouraging your patients to be active participants in their health. The doctors did not listen to what the patients wanted in the study and they carried out their own agenda. The conclusion of the study was to build on patient and provider relationship and allow the patient to be the focus (Kehler, Christensen, Lauritzen, Edwards, Risor, 2008). The doctors need to learn to improve their communication techniques and be aware of patient window of opportunity for change to implement lifestyle changes. NURS 6600 Capstone Synthesis Practicum Assignment Papers. The patients’ experienced benefits captured feelings related to risk, health, and readiness to change lifestyle. Patient need to have a partnership relationship with their doctor which can help patient to take better care of their health and take active role in making health care decisions (Kehler, Christensen, Lauritzen, Edwards, Risor, 2008). Having patients who are ready for change and by listening to your patient’s needs and their goals will help the patients to optimally be successful in improving their health. As a health coach, I will actively listen to my members needs and help support them with their goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The series of assignments helped to expand my knowledge and appreciation for research. I learned that research is a process and in the process information can emerge that can be very useful to change our nursing practice. I always thought that nursing research was always the truth or fact but now I realize that it is a guide to shape our next nursing practice and it is to be questioned and evaluated for its worthiness. Nurses can grow professionally when they actively participate in research process (Polit & Beck, 2008).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Yes, nursing research is a challenge but it is a challenge I am willing to take with using my new skills that I learned and developed in this class. I plan to conduct research in my own clinical practice. I plan to explore some research topics with colleagues and look at the needs of

Evidence Based Nursing Practice

my nursing practice. I hope to stimulate interest in others to conduct research as well. My first goal is to start a journal club. Journal clubs allows healthcare practitioner to use their skills and review literature that can enhance the nursing practice (Smith, 2006).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

As our practice change so does our nursing practice. Nurses need to develop research skills and participate in the research process (Polit & Beck, 2008). I have learned that I can actively conduct research and change my own nursing practice. Research is a very important part of my nursing practice. I hope to encourage more people to engage in nursing research to enhance our nursing practice.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Evidence Based Nursing Practice

Reference

Kehler, D., Christensen, B., Lauritzen, T., Christensen, M., Edwards, A., & Risor, M. (2008). Cardiovascular-risk patients’ experienced benefits and unfulfilled expectations from preventive consultations: a qualitative study. Quality in Primary Care, 16(5), 315-325.

Pearce-Smith, N. (2006). A journal club is an effective tool for assisting librarianship: a case study. Health Information & Libraries Journal, 23(1), 32-40

Polit, D.F., & Beck, C.T. (2008). Nursing research: Generating and assessing evidence for nursing practice (8th ed.) Philadelphia: Lippincott Williams & Wilkins.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Ethics Portfolio

Ethics Portfolio

NURS-6140-16 Ethical and Legal Views of the Changing Healthcare System

Walden University

Laurie Fougere

6/24/2010

Ethics Portfolio

When I first started taking this class, I was unfamiliar with all the aspects of ethical issues in my nursing profession. I did not realize that nurse’s involvement in ethical issues is important. When my organization faced ethical issues, I did not understand my role in dealing with the ethical issues. I was not a nurse manager and did not have the authority to make important decisions. I know now that it is nurse’s role to recognize and deal with ethical issues.

Taking this class has shown me how much I was wrong. I learned that I need to take an active role in ethical decision-making. Since taking this class, I have learned about the various ethical issues and dilemmas that nurses can experience daily. I was surprised to learn how much I did not know about ethical and legal issues in my work place.

I never realized how much of a role ethics has on my nursing profession. What I have not realized was I have encountered many ethical issues all ready. I learned how ethical issues could have an impact on anyone involved including patient, family and even the nurse. Nurses deal with healthcare issues daily. With the advances in science and technology, healthcare field nurses are readily able to recognize ethical issues. Nurses must be encouraged to participate in ethical decision-making. Because of the advances in our healthcare field, nurses must take an active role in ethical decision-making.

Nurses need to be constantly updating their ethical thinking skills because they experience ethical issues on a regular basis. They need to be able to recognize ethical issues and address them appropriately. There is a direct correlation to those who had education in ethical issues and those who had no education in ethical issues.

Ethics Portfolio

Teaching nursing ethics is vital in our health profession to give nurses the skills they need to deal with ethical issues. Learning about all the ethical principle while being aware of our own value system and understanding our legal obligation will help with decision-making process. Nursing profession needs to provide educational training around ethics to develop skills needed to deal with moral and ethical issues.

We as nurses are legally responsible to our patients. It is our responsibility to protect our patient s and meet their needs. Nurses held to the Nursing Code of Ethics, which helps to define their nursing practice (Erlen, 2004). Nurses expected to act in a manner that does not interfere with the well-being of the patient and the nursing process. Confidentiality is so important to protect and ensure patient privacy (Neame, 2008). In my nursing profession, confidentiality is one of our priorities. It is so important that nurses build trust with their patient through establishing rapport.

Creating a safe and healthy nurse environment is just as important. Tenet number 6 states the nurse is responsible to create a nursing environment and improve the environment in the workplace to ensure opportunity for nurses to provide quality nursing care (Burkhardt&Nathaniel, 2008). This tenet explains how the environment can have an impact on moral virtues and values, which can affect nurses from achieving their ethical obligations. It is nurse’s responsibility to ensure the environment is right to make sure nurses can carry out their ethical obligations (Burkhardt & Nathaniel, 2008). Each ethical theory can help to guide our nursing practice. The tenet is more useful to me now. With better understanding of the theories

Ethics Portfolio

and the tenet, I have realized that the tenet can be applied to my nursing process. Understanding ethics can help nurses deal well with ethical situations.

Ethics Portfolio

References

Begley, A. (2005). Practicing virtue: a challenge to the view that a virtue centered approach to ethics lacks practical content. Nursing Ethics, 12(6), 622-637.

Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics and issues in contemporary nursing (3rd ed.). Clifton Park, NY: Thomas Delmar Learning.

Erlen, J. (2004). HIPAA–clinical and ethical considerations for nurses. Orthopaedic Nursing / National Association Of Orthopaedic Nurses, 23(6), 410-413.

Levack, W. (2009). Ethics in goal planning for rehabilitation: a utilitarian perspective. Clinical Rehabilitation, 23(4), 345-351.

Neame, R. (2008). Privacy and health information: health cards offer a workable solution. Informatics In Primary Care, 16(4), 263-270.

Health Promotion Plan

Health Promotion Plan Physical Setting

NURS-6150-20 Promoting and Preserving Health in a Diverse Society

Walden University

Laurie Fougere

4/11/2011

Health Promotion Plan
The audience was consumers and providers of mental health as well as some local community providers. We met at Amistad and watched the presentation as part of community awareness plan. The power point presentation viewed in a small hall. About 40 people attended the presentation. The presentation was part of the variety show that now occurs on a monthly basis to allow for community involvement and relationship building. The plan is to bring awareness to mental illness and decrease the stigma that is attached to having a mental illness. The lights turned off to view the presentation so that is why I chose a darker background with mostly white color font. I chose a light green color font to capture headings.

I hope to continue connecting with the community on a regular basis. Plan is to do some grant writing to obtain funding to continue my health promotion plan. I would like to train individuals to carry out the recovery groups. Research will be needed in order to meet the current and future needs of the mental health population. Evaluation of my plan will occur on an ongoing basis so I can monitor and assess the effectiveness of my plan and make the necessary changes to strengthen my health promotion plan.

Promoting and Preserving Health

Slide 1

Promoting and Preserving Health

Slide 2

People with severe mental illness experience co morbidity and death.

Promoting and Preserving Health

Slide 3

Society view on mental illness can negatively affect one’s perception of their mental illness (Petrie, Broadbent & Kydd, 2008). Understanding one’s perception of their illness will help develop a treatment plan that meets the needs of each individual. Mental illness brings a lot of stigma so those with a mental illness find it challenging to get accepted in the community and be able to seek gainful employment (Obadina, 2010).

Promoting and Preserving Health

Slide 4

Prevention is a vital component to overall wellbeing. The anticipated cost for mental health and substance abuse service by 2014 is expected to reach $239 billion (Power, 2010). More needs to be done to bring awareness to health promotion to reduce overall cost.

Promoting and Preserving Health

Slide 5

I plan to start a support group at a social club and life enhancement center for people dealing with mental illness and substance abuse. I hope to build relationships with the community and with those living with mental illness.

Promoting and Preserving Health

Slide 6

Promoting and Preserving Health

Slide 7

The National Alliance on Mental Illness (NAMI) does a lot of advocating for the mentally ill and brings awareness to health prevention and educating on connection to mind, body and spirit to overall wellness (National Alliance on Mental Illness, 2010). The Mental Health Act 2009 is intended to give people with mental illness access to mental health coverage as they would if they had a medical diagnosis (Mental Health America, 2009). The social club is a life enhancement center that focuses on the individual’s recovery not illness where relationships are developed on the foundation of respect (Amistad Inc., 2007).

Promoting and Preserving Health

Slide 8

The atmosphere of such program needs to foster a positive environment that promotes mental wellbeing and protects those with mental illness. It needs to be a safe a nurturing environment that empowers those living with mental illness to focus on recovery and embodies the mind, body and spirit (Taylor, Jones, O’Reilly, Oldfield & Blackburn, 2010).

Promoting and Preserving Health

Slide 9

A person’s own experience or perception of their mental illness will determine what treatment they will receive (Petrie, Broadbent & Kydd, 2008). How they perceive their mental illness will shed some light on their own behavior will help open up opportunities for treatment. Symbolic interaction helps you understand what it means to have mental illness from the patient perspective and explores their interaction with their environment (Roe, Joseph, & Middleton, 2010). Community development and social inclusion utilizes the person own experience of living with a mental illness and their perspective of their health in order to build community relationships (Seebohm, Gilchrist, & Morris, 2009).

Promoting and Preserving Health

Slide 10

The economy makes it harder for social services to provide the needs for the mentally ill (Vukic, Rudderham & Misener, 2009). The stigma around mental illness may prevent one from pursuing certain resources including seeking certain jobs. Reducing and eliminating stigma will only strengthen relationships with the mentally ill and the community (Roe, Joseph & Middleton, 2010).

Promoting and Preserving Health

Slide 11

Promoting and Preserving Health

Slide 12

Promoting and Preserving Health

Slide 13

This survey will give me a foundation to better understand the needs of the population I am working with (Spagnolo, Murphy, Librera, 2008).

Promoting and Preserving Health

Slide 14

Promoting and Preserving Health

Slide 15

Promoting and Preserving Health

Slide 16

Teaching Philosophy

Statement of Teaching Philosophy: Values and Beliefs

NURS-6300-8 Student-Centered Learning in Nursing Education

Walden University

Laurie Fougere

10/28/2010

Teaching Philosophy

My values and beliefs involve meeting students individual learning needs while encouraging them to become active participant in their learning environment. Instructor and students should have a partnership relationship where the mutual goal is in the shared learning experience. Students learn best when they bring their prior experiences into their learning environment (Heise, 2010). It is important to build on my students prior experiences to make their learning more meaningful. Students acquire more knowledge and understanding of material when allowed to be active participants in their learning environment, which they can later apply to real life situations (Dowd & Davidhizar, 1999).

Cognitive theory helps to guide teachers but still allows students to be part of their learning experience through using their prior knowledge and using set strategies and techniques to build new knowledge (Billings & Halstead, 2009). Knowing that adult learners learn differently than high school students the learning environment needs to be unique to the adult learner. Adult learners bring life experiences and past knowledge that needs to be included in the learning process (Blumberg, 2009). Students are active participants in their learning environment, which makes learning easier when they are in charge of their own learning experience.

Team based learning creates an atmosphere where the student actively participate through doing various activities such as case studies and critical thinking (Mennenga & Smyer, 2010). In my teaching environment, I provide my students with the opportunity to teach the class through doing presentation. The students’ knowledge is shared and the students are able to develop new knowledge together. I utilize the adult learning theory through meeting my student’s individual

Teaching Philosophy

needs and I tailor tutoring sessions to accommodate their learning style. It is through these learning theories that will guide and shape the learning environment (Frankel, 2009). Having my students become active participants in their educational experience has enabled them to be in charge of their learning environment. The investment in my students learning environment has helped to foster a lifelong commitment to learning (Heise, 2010). It is through our experiences that we learn and grow.

Teaching Philosophy

Reference

Billings, D. M., & Halstead, J. A. (2009). Teaching in Nursing: A Guide for Faculty (3rd ed.). St. Louis, Mi: Saunders Elsevier.

Blumberg, P. (2009). Developing learner-centered teaching: A practical guide for faculty. San Francisco: Jossey-Bass.

Dowd, S. B., & Davidhizar, R. (1999). Using case studies to teach clinical problem-solving. Nurse Educator, 24(5), 42-46.

Frankel, A. (2009). Nurses’ learning styles: promoting better integration of theory into practice. Nursing Times, 105(2), 24-27.

Heise, B. & Himes, D. (2010). The course council: an example of student-centered learning. Journal of Nursing Education, 49(6), 343-345.

Mennenga, H., & Smyer, T. (2010). A model for easily incorporating team-based learning into nursing education. International Journal of Nursing Education Scholarship, 7(1), 1-14.

Teaching Strategies

Professional Portfolio

Laurie Fougere

Walden University

NURS 6310: Teaching Strategies for Nurse Educators.

12/23/2010

Teaching Strategies
My students are adult learners at a licensed practical nursing school who are required to act in a professional manner. My students expected to show professionalism at school and at clinical. I chose to teach professionalism because the expectation of the students is not clearly stated. I want to teach students professionalism so that they can be successful in displaying professionalism. Professionalism is a way of life and a standard of excellence that we all strive to model after (Latshaw &Honeycutt, 2010). It is also an attitude that expresses our values and beliefs. Learning ways to behave in a professional manner can help students to display professionalism.

Objectives need to meet the needs of the learner and be specific to the learning process (Billings & Halstead, 2009). One of my objectives is that students will be able to define what professionalism means to them and list attributes associated with professionalism. Another objective is that students will be able to apply their knowledge of professionalism to real life situations through case studies, role-playing, at clinical and in skills lab.

Evaluations are an important aspect of the learning process. It gives a good picture on how well a student performs and demonstrates how effective the lesson plan was in teaching the students (Bradshaw & Lowenstein, 2007). Evaluations help to determine whether the material that taught was successful or not. It is a way to measure how well we are doing with meeting our learning outcomes and objectives. It is important to assess how well students learned from the class experience. In order to get a good and accurate measurement of how well students did, multiple tools of measurement used needs to provide reliability and be accurate (Bradshaw &

Teaching Strategies
Lowenstein, 2007). To evaluate the learning you must look at the whole picture and not just assess the learner.

A way to evaluate my students is through having the students write a reflective paper on their experiences doing the various activities on professionalism. I will have students to redefine what professionalism means to them and compare their first reflective paper on the meaning of professionalism. Students will need to evaluate their experiences and offer feedback for future courses on professionalism. Students evaluated through doing written work that includes reflective journaling where they will focus on their role-playing experience and their understanding of what professionalism is. Through doing role-playing exercises, students will be able to give concrete examples on what represents professionalism and be able to state how they would behave in a professional manner in a variety of settings. Reflective Journaling helps the students to evaluate their experience and the opportunity to demonstrate their knowledge (Kuiper, Murdock & Grant, 2010). I chose this evaluation because it will allow me to understand my student’s thoughts and understanding on the subject.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Other objectives that students will be able to do are as follow: Students will be successful in defining professionalism and be able to list several attributes of professionalism and be knowledgeable on how to integrate the attributes to their life. By the end of the course, students will be able to show how professionalism will have a positive influence on their nursing profession. Students will demonstrate the ability to provide a nurturing, caring and safe environment for their patients while behaving in a professional manner. Effective teaching

\

Teaching Strategies
stimulates the learner to participate in the learning process while being able to apply their knowledge to real life situations (Bradshaw & Lowenstein, 2007).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Questions to ask students are: Do you understand how to behave in a professional manner? Can you list some attributes of professionalism and show how you plan to integrate professionalism into your life? Can you demonstrate something you have learned through doing role-playing activities? I chose these questions to allow students the opportunity to explore what they know and to see if they can apply their knowledge to real life situations. These questions will help me to develop further teaching opportunities.

I encourage my students to become actively involved in their own educational experience. Students learn best when they bring their prior experiences into their learning environment (Heise & Himes, 2010). It is important to build on my students prior experiences to make their learning more meaningful. Having my students become active participants in their educational experience has enabled them to be in charge of their learning environment. The investment in my students learning environment has helped my students to foster a lifelong commitment to learning (Heise & Himes, 2010).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Teaching Strategies
Reference

Billings, D., M., & Halstead, J. A. (2009). Teaching in nursing: a guide for faculty (3rd ed.). St. Louis, MO: Elsevier Saunders.

Bradshaw, M., J., Lowenstein. A., J. (2007). Innovative teaching strategies in nursing and related health profession (4th ed.). Sudbury, MA: Jones and Bartlett.

Heise, B. & Himes, D. (2010). The course council: an example of student-centered learning. Journal of Nursing Education, 49(6), 343-345.

Kuiper, R., Murdock, N., & Grant, N. (2010). Thinking strategies of baccalaureate nursing students prompted by self-regulated learning strategies. Journal of Nursing Education, 49(8), 429-436.

Latshaw, S. & Honeycutt, K. (2010). Professionalism-a required CLS/CST curricular component. Clinical Laboratory Science, 23(3), 324-331.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Integrating Technology

Evaluation Plan for Online Course

Laurie Fougere

Walden University

NURS-6320-8 Integrating Technology Into Nursing Education

February 24, 2011

Integrating Technology

Evaluation Plan for Online Course

Creating a course design needs to capture the audience learning needs that creates learning opportunities that build on prior knowledge to form new knowledge (Cook & Dupras, 2004). My course design promotes active learning through using the various medias. Online learning is asynchronous to allow students to be active participant in their own learning environment through discussion boards, student teacher and student-student interaction (O’Neil, Fisher & Newbold, 2009). The design of the course utilizes various technologies to capture the learner’s attention and offers an interactive way to learning through the various links and tutorials.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Purpose
To give nursing students the foundation of fluid and electrolytes so they can properly care for their patients appropriately. This course will give health professionals a review on fluid and electrolytes to allow them opportunity to expand on their pre-existing knowledge. Fluid and electrolytes lecture can be challenging so I want to provide my students with a fun and interactive way to learn fluid and electrolyte so they can apply their knowledge and be able to critical think when caring for their patient.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Objectives

Students will be able to understand fluid and electrolytes status by the end of the class and be able to apply knowledge to critical thinking questions and take online exam passing with 80 % or better. Students will be able to identify relationship between electrolytes and

Integrating Technology

homeostasis, list normal and abnormal values, and come up with appropriate treatment for each. Students will be able to apply their knowledge and be able to identify those at risk for fluid and electrolytes abnormalities and be able to treat appropriately.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Technology

Online technologies can enhance the learning environment allowing the learner to gain new knowledge while receiving feedback from their peers and the instructor (O’Neil, Fisher & Newbold, 2009). PowerPoint presentation will allow the students to have a visual to follow and apply their new knowledge. The course design will offer online tutorials that linked throughout the online course. Interactive games found within external websites as well as online jeopardy game. Various video links to enhance students learning. Links to external websites and other resources will be available for the students to expand their knowledge. Technology will accommodate the different learner’s learning styles.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Constructivist Approach

Constructivist theory utilizes technology for online students to be active participants in their learning environment to construct new knowledge while building on their pre-existing knowledge to apply critical thinking to real life situations. It is important to assess student’s knowledge and evaluate the effectiveness of the course. Best way to assess the learner’s knowledge and evaluate the course is through using various evaluation and assessment tools (O’Neil, Fisher & Newbold, 2009). Evaluate the effectiveness of the course through online survey at the end of the course. Student assigned assignments using the discussion board, when graded it will assess students understanding of the material and their ability to apply new

Integrating Technology

concepts (Moule, 2006). To assess student’s knowledge student will take online exam to ensure the learning objectives were met.

Usability Testing

Usability testing will help to assess how user friendly the online course design is and allow the designer an opportunity to improve the course (Usability Testing, 2010). Usability testing can help me to test my course design to make sure it is user-friendly and make sure there are no problems with accessing the course. This testing will make sure students are able to access the materials and the setup of the course that is easy accessible without any problems (Usability Testing, 2010). In reflecting on the student feedback on my course design, I learned that my discussion questions did not reflect my learning objectives. Learning objectives needs to be clear to allow the learner opportunity to meet the learning objectives and have their knowledge assessed to ensure the learning objectives met (O’Neil, Fisher & Newbold, 2009). Reading feedback on other course design allows me opportunity to learn what is involved in course design and what is effective and what is not. I plan to take the feedback from my peers and make my learning objectives clear and attainable. I want to ensure that my course meets various learning needs by using multi-medias. The whole course design needs to be easy to navigate to ensure students access to the course.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Course Assessment

Throughout the course, I will be assessing the student’s ability to learn the concepts through various discussion assignments while encouraging active learning. Various activities will allow for interactive learning that will promote critical thinking, which will allow instructor

Integrating Technology

opportunity to see if student is learning the material (Avery, Cohen & Walker, 2008). Students will have an online exam to test their knowledge and to see if they met the learning objectives. Summative assessment that I will provide will be in the form of online survey that will ask questions that will demonstrate their knowledge to determine whether they have met the course objectives (O’Neil, Fisher & Newbold, 2009).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Experience as Course Designer

Creating a course design was a learning opportunity for me. I learned that the course design needs to promote an active learning environment that is user-friendly and the navigation is easy to allow the learner a positive learning environment (Avery, Cohen & Walker, 2008). There are many aspects to developing a course design and the one in particular that stood out to me is the use of multimedia to engage active learning that is interactive that promotes critical thinking. I plan to utilize the various multimedia that will encourage active learning that engages students to apply their new knowledge to real life situations. Next time I will make sure my objectives be met and is accurately portrayed throughout the course to facilitate the learning process.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Integrating Technology
Reference

Avery, M.D., Cohen, B.A. & Walker, J.D. (2008) Evaluation of an online graduate nursing curriculum: Examining standards of quality. International Journal of Nursing Education Scholarship. 5(1). Article 44.

Cook, D. A. & Dupras, D. M. (2004). A practical guide to developing effective web-based learning. JGIM, 19,

Moule, P. (2006). E-learning for healthcare students: developing the communities of practice framework. Journal Of Advanced Nursing, 54(3), 370-380. Retrieved February 23, 2011 fromhttp://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?hid=21&sid=69b2b398-13e4-4cf7-b49d-acf020e10d2b%40sessionmgr10&vid=7
O’Neil, C. A., Fisher, C. A., & Newbold, S. K. (2009). Developing online learning environments in nursing education (2nd ed.). New York: Springer.

Usability Testing. (2010), Your guide to developing usable & useful web sites. Retrieved February 23, 2011 from http://www.usability.gov/.

Lesson Plan

Nursing Process Lesson Plan

Laurie Fougere

Walden University

NURS-6330-5 Curriculum Development, Assessment, and Evaluation

6/23/2011

Curriculum Reflection
I teach at a career school teaching the licensed practical nursing program. My institution has a curriculum committee, which meets quarterly to discuss the curriculum and make the necessary changes. The curriculum committee currently utilizes the voice of the faculty to make changes to the curriculum through feedback and voting process. I would like to see the committee opening up and allow all faculties the opportunity to participate in the development and changes in the curriculum. Currently the Director of Nursing makes most of the changes and implements the curriculum according to her work and research.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Design

Developing a curriculum is a process that requires me to be aware of theoretical models and framework that the curriculum based on (Billings and Halstead, 2009). The design will capture the goals and outcomes of the nursing program and meet the needs of the board of nursing as well as the accreditation requirements. The design needs to be tailored to the clients it serves as well as meet the needs of the students. Having understanding of my institution mission and philosophy will help to guide the curriculum design. To organize the framework of the nursing program, curriculum development utilizes the program philosophy as a guide to develop the curriculum. The framework provides the outline for the order of the curriculum and the individual classes.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Assess
The curriculum needs to be assessing to determine what program outcomes and objectives that would be most appropriate to evaluate the effectiveness of the nursing program. Internal and external factors may influence the curriculum so being aware of these factors will

Curriculum Reflection

help determine the best program design. Assessing the needs of the program and the learner will help to develop a curriculum that will capture the best learning experience.

Evaluation

Evaluation will determine how effective the curriculum was to meeting the program outcomes and objectives. Through evaluating, you can determine whether the curriculum design was effective and make the necessary changes to improve the curriculum (Billings and Halstead, 2009). Utilizing the evaluation models will help to devise an evaluation tool to evaluate the curriculum. The evaluation process utilizing the evaluation theory will allow a thorough evaluation of the curriculum. Curriculum evaluation is a process that begins with evaluating the mission, philosophy and organizations goals and outcomes. Through the evaluation process, the program enhanced to meet the demands of the nursing profession and the needs of the students.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Concept Most Important

Student centered learning is very important to engage students and to make learning more an active process. Students need to be actively involved in their own learning experience (Blumberg, 2009). Through students own experiences will determine how they best learn. Acknowledging the diversity of learning styles and connecting with each individual student will help to build a learner-centered environment (Healey, 2008). Curriculum development needs to capture the needs of the learner and create a learning environment that is student –centered.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Examples of Concept

Curriculum Reflection

The goal I have for myself as a nurse educator is to promote learning-center environment that challenges students to become an active participant in their educational experience. Another goal I have is to find ways that supports variety of learning styles that encourages learning over memorization. Students learn best when they bring their prior experiences into their learning environment (Heise & Himes, 2010). It is important to build on my students prior experiences to make their learning more meaningful. Having my students become active participants in their educational experience has enabled them to be in charge of their learning environment. The investment in my students learning environment has helped to foster a lifelong commitment to learning (Heise & Himes, 2010).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Apply to Practice

During the next curriculum meeting, I plan to discuss my learning from this class. I will encourage them to assess the programs values and mission to see if the curriculum is meeting the needs of the nursing program. We need to re-evaluate the program outcomes to make them clearer so students and faculty know what to expect from taking the course. There are many barriers to learning. These barriers make it challenging for an adult learner. Instructors need to find ways to motivate and facilitate the learning process that is student-centered. We need to find the underlying cause of the barriers to learning and help the students to overcome them. Through developing a curriculum that is student-centered, we can meet the needs of the students and promote a healthy learning environment. Curriculum development is a complicated process but through the process the needs of the program can be met (Iwasiw, Goldenberg & Andrusyszyn, 2009).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Curriculum Reflection

Reference

Billings, D.M., & Halstead, J.A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Elsevier Saunders.

Blumberg, P. (2008). Developing learner-centered teaching: A practical guide for faculty. San Francisco: Jossey-Bass.

Healey, W. E. (2008). Physical therapist student approaches to learning during clinical education experiences: a qualitative study. A Journal of Physical Therapy Education, 22(1), 49-58.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Heise, B. & Himes, D. (2010). The course council: an example of student-centered learning. Journal of Nursing Education, 49(6), 343-345.

Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Sudbury, MA: Jones and Bartlett Publishers.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Lesson Plan

Nursing Process Lesson
Plan
The nursing process provides nurses with the necessary skills to properly care for their patients. This course provides the practical nursing fundamental theory, content and skills as an introduction to the nursing process. The nursing process will allow the students to provide nursing care that is within their scope of practice (Hudson, 2010).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Lesson Objective

Students will be able to discuss the steps used to formulate nursing diagnosis and demonstrate the nursing process through writing and implementing the nursing care plan by the end of term one. Nursing process is the foundation of providing nursing care (Duncan, 2011). Students learn the nursing process and develop nursing diagnosis to formulate a nursing care plan. Through developing the nursing, care plan care can be established to meet the individual needs of the patient (Platt, Young & Cheesley, 2011).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Program Outcome

Educate beginning practitioner to deliver nursing care within the scope of practice of a licensed practical nurse in a structured non-complex healthcare setting. Students need to learn how to carry out the nursing process in order to provide care that is within their scope of practice (Hudson, 2010). Students will be actively involved in practicing techniques to carry out the nursing process.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Behaviors/Outcomes

Lesson Plan

Students will be able to use their critical thinking skill with the nursing process to perform basic nursing procedures and skills. Utilizing critical thinking skills and using the nursing process will allow the student to use primary nursing as a framework when providing care for the client (Ireland, 2008). Through participating in this lesson, student will be able to perform various skills of the nursing process and the development of the nursing care plan. Students will be able to list and identify the five steps of the nursing process. They will be able to identify subjective and objective data. Explain the difference between the role of the RN and the LPN. Students will be able to define their role in the nursing process according to the Nurse Practice Act of their state. Students will be able to assist with the nursing process which includes data collection, planning, implementation and evaluation.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Instructional Approach

Instructional design approach that I plan to use is the Constructivist and Cognitive Approach. I chose this design because it allows me to interact with my students and be able to create an atmosphere that is conducive to learning (Fydryszewski, Scanlan, Guiles & Tucker, (2010). The main focus is through the interaction with the students creating a learning environment that promotes learning. The learning is interactive and students learn best when they are actively engaged in the learning process (Stanley, Dougherty, 2010). Students learn when they can bring meaning to their learning environment. In this design students are part of the learning environment. In my lesson I have created opportunities for students to do various activities that will allow them to apply their knowledge and use their critical judgment to complete the activity. Students will have to do critical thinking exercises, case studies and role

Lesson Plan

playing. They will be encouraged to be actively involved in their learning environment. My lesson plan is student-centered which actively engage the students to be active participant in the learning process and through activities they are able to bring meaning to their learning. Students are given opportunity to demonstrate their learning and apply it through real life situations. Student will be provided with various scenarios to be able to identify the different components of the nursing process.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Learning Activity

Students will first receive lecture on the nursing process. The lecture will give the students the foundation of the nursing process which is a vital component to understanding nursing care. Students will work in small groups and be provided with scenarios where they will need to decide what area of the nursing process each scenario represents. Students then will be giving case studies where they have to critical think and use their clinical judgment. Care plans will be implemented to apply student’s knowledge on the nursing process and guide students in developing a plan of care for their patient (Platt, Young & Cheesley, 2011). Role playing exercises will be used to show students the various aspects of the nursing process. These activities match the domain because it allows the students to be actively involved in their learning environment. Student learn best when they can be part of their learning experience. The learning outcomes state that the students will be able to identify the different areas of the nursing process and implement the nursing care appropriately. The lesson plan allows students opportunity to break up the nursing process so they can better understand how to develop a plan of care through using nursing diagnosis, care plans and implementing the nursing process.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Lesson Plan

Learning Outcome Assessed

Students will be assessed in the skills labs. Students will be given case scenarios where they will have to apply the nursing process and develop a nursing care plan. A grading rubric will be developed to grade student’s performance. Students will be aware of the grading criteria. Student care plan will be graded and feedback will be offered to allow students opportunity to improve their care plans. This assessment plan was chosen because it can capture students learning experience since students learn best when they are actively engaged in the learning process (Stanley, Dougherty, 2010). Students will be able to demonstrate their knowledge through carrying out the nursing process in the skills lab. Student will also have to apply their knowledge and develop a care plan that is specific to their scenario that was assigned to them.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Evaluation Method

Student will be given an online exam to test their knowledge around the nursing process and nursing care plan. The online test will be a multiple choice test where the students will be shown their grades at the end of the test and students will be allowed to remediate over the concepts that need improvement. Instructors will have access to the test results so they can improve the material being covered. At the completion of the course students will have an online evaluation to evaluate the course and the instructors. The information gathered can help in strengthening the program. Student’s feedback is important part of improving the curriculum (Kruidering-Hall, O;Sullivan & Chou, 2009). Students have valuable insights which allow us opportunity to develop program that is student focused. The feedback can determine the

Lesson Plan

effectiveness of the lesson plan as well as improve the overall program. Online evaluations if constructed well can identify strength and weakness of the course, instructor and the overall program (Buccierei, Brown & Malta, 2011).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Lesson Plan

Reference

Buccierei, K. M., Brown, R., & Malta, S. (2011). Evaluating the performance of the academic coordinator/director of clinical education: tools to solicit input from program directors, academic faculty, and students. Journal of Physical Therapy Education, 25(2), 26-35.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Duncan, J. (2011). Nursing assessment in inflammatory bowel disease. Gastrointestinal Nursing, 9(1), 14-20.

Fydryszewski, N., Scanlan, C., Guiles, H., & Tucker, A. (2010). An exploratory study of live vs. Web-based delivery of a phlebotomy program. Clinical Laboratory Science, 23(3), 3-39-3-45.

Hudson, M. (2010). Understanding RN and LPN scope of practice. Oregon State Board of Nursing Sentinel, 29(3), 6-9.

Ireland, M. (2008). Assisting students to use evidence as a part of reflection on practice. Nursing Education Perspectives, 29(2), 90-93.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Kruidering-Hall, M., O’Sullivan, P., & Chou, C. (2009). Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment. Journal Of General Internal Medicine, 24(6), 721-726.

Platt, M., Young, L., & Cheesley, A. (2011). Continuous care across teams: Principle of Nursing Practice G… eighth article in a nine-part series. Nursing Standard, 25(34), 31-33.

Lesson Plan

Stanley, M., & Dougherty, J. (2010). Nursing education model. A paradigm shift in nursing education: a new model. Nursing Education Perspectives, 31(6), 378-380.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Philosophy of Teaching

Portfolio: Philosophy of Teaching

NURS: 6340-6 The Nurse Educator: Roles and Responsibilities and Relationship

Laurie Fougere

8/18/2011

Walden University

Philosophy of TeachingTop of Form

Letter
Laurie Fougere

150 Holmes RoadScarborough, Maine 04074

laurie.fougere@yahoo.com

207-510-1756

Helen Peake-Godin MN, RN,

Chair, Search Committee,

School of Nursing,

University of Southern Maine,

PO Box 9300, Portland, ME 04104-9300.

hpeake@usm.maine.edu

8/16/2011

Helen Peake-Godin MN, RN,

I am interested in the Nursing Lecturer #9917-9918 at University of Southern Maine. I received my BSN through USM and graduated December of 2002. I am currently pursuing my Master of Science in Nursing Specializing in Education. I hope to finish beginning of December 2011 if not sooner. I am enrolled in the master program through Walden University online nursing program. I am pursuing nursing education. I have the opportunity to teach students to become licensed practical nurses at Intercoast Career Institute and find it a rewarding and valuable experience. I have been teaching for two years medical and surgical nursing, pharmacology, anatomy and physiology, geriatrics, nutrition, fundamentals and growth and development.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

With the nursing shortage and the baby boomers retiring, I see an increase need for nursing students as well as nursing instructors. I enjoy teaching and guiding our future nurses. I would be honored to have the opportunity to work for you. This position represents my career focus. Your company values and mission closely is aligned with mine. I look forward to hearing from you.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Sincerely,

Laurie Fougere

P

Bottom of Form

Philosophy of Teaching
Being a good instructor involves understanding the individual needs of your students, which includes creating an atmosphere that foster learning is very important (Svinicki & Mckeachie, 2006). We need to bring awareness that we are all adult learners with different learning needs. It is important for the instructor to be aware of how adults learn best. Adult learners need to be actively engaged in the learning environment. Students learning experience needs to promote autonomy where the student learning is student-centered. The instructor needs to value the student-teacher relationship.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The learning process needs guide and facilitate students to utilize their pre-existing knowledge (Billings & Halstead, 2009). Students need to use their life experiences and knowledge to connect to the learning process. It is important for students to bring meaning to their learning experiences rather than memorize facts. Students learn best when there is meaning to what they are doing (Blumberg, 2009). They are better able to apply their new knowledge and integrate it in all realms of their learning experiences.

Students need to have respect and be valued for the individual learner that they are. Instructors need to be aware that learning is a continuous process and that everyone learns at different pace and styles (Billings & Halstead, 2009). We need to be supportive while challenging our students to achieve their learning potential. It is also important to create an environment where the student is the center of the learning experience. Through changing, the environment that meets the individual needs of the student will promote the learning process.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Philosophy of Nursing

Caring is the foundation of nursing that is core of what nursing is. Caring is basic principle nurses abide by to promote environment to allow patient to get well. Nursing is the art of healing, caring and science. Caring is essential component in all nurse patient relationship to allow human experience to be felt, lived and experienced (Parker, 2006).

My personal and professional values closely resembles Watson Theory of Human Being because of the focus on the nurse patient relationship is essential in order to help aid in the healing process and the patient to experience a nurturing and caring environment (Sitzman, 2002). As a nurse, I show empathy and caring through my active listening and tailoring my nursing care that meets patient’s needs. “Nursing has a critical role to play in sustaining caring in humanity and making new connections between caring, love, and peace in the world.” (Parker, 2006, p. 302).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

We as nurses are legally responsible to our patients. It is our responsibility to protect our patient s and meet their needs. Nurses held to the Nursing Code of Ethics, which helps to define their nursing practice (Sorbello, 2008). Nurses expected to act in a manner that does not interfere with the well-being of the patient and the nursing process.

Healthcare is changing to meet the needs of our patients now and in the future. I am a nurse educator because I want to be part of guiding and shaping our future nurses. Caring helps to define whom we are as nurses and gives us meaning for the work we do that gives us a sense of purpose. (Cara, C. 2009). The art of caring helps to strengthen nurse patient relationships, which improves care that is being delivered. As nurses, we are obligated to care for our patient and meeting their healthcare needs.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Philosophy of Teaching
References

Billings, D.M., & Halstead, J.A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Saunders Elsevier

Blumberg, P. (2009). Developing learner-centered teaching. San Francisco, CA: Jossey-Bass.

Parker, M. E. (2006). Nursing theories & nursing practice (Rev. ed.). Philadelphia, PA: F.A. Davis Company

Sitzman, K. L. (2002). Interbeing and mindfulness a bridge to understanding Jean Watson’s theory of human caring. National League for Nursing. 23(3). pp. 118-123.

Sorbello, B. (2008). The nurse administrator as caring person: a synoptic analysis applying caring philosophy, Ray’s ethical theory of existential authenticity, the ethic of justice, and the ethic of care. International Journal for Human Caring, 12(1), 44-49.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Svinicki, S., & Mckeachie, W., J. (2006). Teaching tips strategies, research, and theory for college and university teachers. Belmont, CA: Wadsworth Cengage Learning.

Practicum Project Plan

Teaching Students to be Successful Learners

Laurie Fougere

Walden University

NURS-6500A-5 Capstone: Synthesis Practicum I

10/9/2011

Practicum Project Plan

Introduction
The purpose of the paper is to identify my practicum project plan. The goal of my project is to help students to learn to improve their test grades. The name of my project is teaching students to be successful learners. The structure of my paper will include the following: Introduction, Project Objectives, Evidence Based Review of Literature, Methodology, Resources, Formative Evaluation, Summative Evaluation and Timeline.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

My project is to create a course to teach students how to learn using creative teaching strategies. Some students struggle at my career school often requiring tutoring. I have discovered a need for students to learn how to study and learn. Students will do an assessment on their learning styles using online tools. Teaching students how to learn will help students to be successful learners. I will create a class that will teach students how to learn using various teaching strategies. Student will be an active participant in their learning.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Project Objectives

By the completion of my practicum experience, I will be able to do:

1. Conduct a needs assessment on student learning with both student and faculty.

2. Conduct a literature review on learning styles and various teaching strategies that will enhance student’s learning.

3 Implement a learning assessment tool to discover what type of learner they are using online resources.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Plan

5. Teach a class on how to learn using various teaching strategies that is student-centered.

6. Evaluate the effectiveness of the class through evaluating students and faculty-monitoring student’s progress in the classroom.

Evidence Based Review of Literature

Students struggle with their learning and need assistance to help them through the learning process (Cleland, Arnold & Chesser, 2005). The learning process needs to guide and facilitate students to utilize their pre-existing knowledge. Students need to use their life experiences and knowledge to connect to the learning process (Lieb, 2001). It is important for students to bring meaning to their learning experiences rather than memorize facts. Students learn best when there is meaning to what they are doing. They are better able to apply their new knowledge and integrate it in all realms of their learning experiences.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

A learner has a right to have an educational environment tailor to their individual needs. Students have the right to have a learning environment that will foster learning. Student centered learning is very important to engage your students and to make their learning experience more meaningful. Students need to be actively involved in their own learning experience (Blumberg, 2009). Through students own experiences will determine how they best learn. Acknowledging the diversity of learning styles and connecting with each individual student will help to build a learner-centered environment (Healey, 2008).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Methodology

Practicum Project Plan

The focus is through the students interactions with others plan to create a learning environment that promotes learning. The learning is interactive and students learn best when they are actively engaged in the learning process (Stanley, Dougherty, 2010). Students learn when they can bring meaning to their learning environment. In this design, students are part of the learning environment.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

In my lesson, I have created opportunities for students to do various activities that will allow them to apply their knowledge and use their critical judgment to complete the activity. Students will have to do critical thinking exercises, case studies and role-playing. They will be encouraged to be actively involved in their learning environment. My lesson plan is student-centered which actively engage the students to be active participant in the learning process and through activities, they are able to bring meaning to their learning. Students given opportunity to demonstrate their learning and apply it through real life situations.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Formative Evaluation

Student’s progress monitored on an ongoing basis to determine the effectiveness of the use of learner centered strategies to learn. Students and faculty given a quality and quantity questionnaire to learn how students learn and the possible barriers to learning. Stufflebeam’s evaluation model is appropriate to look at the learning process and evaluate the effectiveness of the learning process (Billings and Halstead, 2009). Evaluations are a central part to re-evaluating the effectiveness of the current curriculum and teaching (Kreiter & Lakshman, 2005).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Summative Evaluation

Practicum Project Plan

At the completion of the course, students will have an online evaluation to

evaluate the course and the instructors. The information gathered can help in strengthening the program. Student’s feedback is important part of improving the curriculum (Kruidering-Hall, O;Sullivan & Chou, 2009). Students have valuable insights, which allow us opportunity to develop program that is student focused. The feedback can determine the effectiveness of the lesson plan as well as improve the overall program. Online evaluations if constructed well can identify strength and weakness of the course, instructor and the overall program (Buccierei, Brown & Malta, 2011). I plan to use summative and formative evaluations in order to track my student’s progress and evaluate the effectiveness of my teaching. I will be able to monitor students throughout the program and make the necessary changes throughout the program to meet student’s needs while addressing their concerns (Stieger & Burger, 2010).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Resources

Plan is to communicate with faculty and have them select those students who are struggling in class. I sent out a memo to faculty about my plan. Some students selected to participate. Students are giving an option to participate or not. Literature review has begun. I am at the planning phase to choose which learning strategies I plan to use. Assessing students learning needs is important step to addressing students learning needs ( Hauer & Quill, 2011). Different learning assessment tools looked at to determine which one is user friendly. Plan is to narrow down the learning assessment tools to two. Students will go online and complete one of the two learning assessment tool. Students will attend a tutoring session that focuses on learning

Practicum Project Plan

process and techniques to help students learn better. Teacher and student interaction needs to be purposeful and deliberate to meet needs of the learners (Goodin & Stein, 2008). Plan is to design a class that meets the learner’s needs. This is where I will carry out my practicum project using creative teaching strategies. Creative teaching strategies can help capture the attention of the students. Students learn best when they are part of the learning process. Student-centered learning encourages students to participate in the classroom (Stanley & Dougherty, 2010). Students will have formative and summative evaluation. I will utilize the support of my preceptor and other faculty to carry out my practicum project.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Time Line:

Week 1 & 2: Students will use an assessment tool online to determine learning styles. Literature review on learning style and teaching strategies completed. Week 3 &4: Students will do a self-reflection journal on their learning process, which will include their study habits, things that improves their learning and some possible barriers to learning.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Self-reflection journal will be ongoing so students can see their progress to learning and studying. Students will attend a 1-2 hour a week class on strategies to being a successful learner. Week 5 &6: Student will develop a concept map on the following: their learning style, characteristics of the style, goals to learning, plan to learning, list strategies to learning, possible barriers to learning, support systems and other related information. Students will be actively involved in their learning. Creative teaching strategies used such as case scenarios, concept mapping, and learner-led class through presentation, reflective journal and role-playing exercises. Week 7 & 8: Formative evaluation conducted to determine the effectiveness of my goals and objectives. Week 9 & 10: Students

Practicum Project Plan

will take a multiple-choice exam to assess their knowledge on learning from the previous class. I will meet with student’s teachers and assess their progress to learning in the classroom as well as review their test scores. Week 11 & 12: Student will present their project to class.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Student will develop a plan on how they will continue to succeed at learning after the class is over. Plan to communicate with student’s teacher and develop an ongoing plan for student to be successful in the classroom. Assess student’s progress and test grades. Summative evaluation conducted. 13 & 14: Work with faculty to develop a plan to continue helping students to learn. I plan to suggest my school to start a peer led tutoring program to enhance students learning. Students tutoring other students can be beneficial. Students can guide other students to learn valuable skills to being successful learners (Blowers, Ramsey, Merriman, & Grooms, 2003). Students who tutor others can develop leadership skills through mentoring others.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Table
Week 1 & 2

3 &4

5 & 6

7 & 8

9 & 10

11& 12

13

Student use assessment tool online

Reflection

Journal

Concept map

Formative Evaluation

Multiple choice exams

Student Present projects

Work with faculty

Literature review

1-2 hr. class

Actively involved

class

class

class

transition

Teaching strategies

Teaching strategies

Meet with teachers

Student plan for success

Practicum Project Plan

References

Billings, D. M., Halstead, J. A. (2009). Teaching in nursing: A guide for faculty(3rd, ed.). St. Louis, MO: Elsevier.

Blowers, S., Ramsey, P., Merriman, C., & Grooms, J. (2003). Patterns of peer tutoring in nursing. Journal of Nursing Education, 42(5), 204-211.

Blumberg, P. (2008). Developing learner-centered teaching: A practical guide for faculty. San Francisco: Jossey-Bass.

Buccierei, K. M., Brown, R., & Malta, S. (2011). Evaluating the performance of the academic coordinator/director of clinical education: tools to solicit input from program directors, academic faculty, and students. Journal of Physical Therapy Education, 25(2), 26-35.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Cleland, J., Arnold, R., & Chesser, A., (2005). Failing finals is often a surprise for the student but not the teacher: identifying difficulties and supporting students with academic difficulties. Medical Teacher, 27 (6), 504-508.

Goodin, H., & Stein, D. (2008). Deliberative discussion as an innovative teaching strategy. The Journal Of Nursing Education, 47(6), 272-274.

Healey, W. E. (2008). Physical therapist student approaches to learning during clinical education experiences: a qualitative study. A Journal of Physical Therapy Education, 22(1), 49-58.

Practicum Project Plan

Hauer, J., & Quill, T. (2011). Educational needs assessment, development of learning objectives, and choosing a teaching approach. Journal of Palliative Medicine, 14 (4), 503-508.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Kreiter, C., & Lakshman, V. (2005). Investigating the use of sampling for maximizing the efficiency of student-generated faculty teaching evaluations. Medical Education, 39(2), 171-175.

Kruidering-Hall, M., O’Sullivan, P., & Chou, C. (2009). Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment. Journal Of General Internal Medicine, 24(6), 721-726.

Lieb, S., ( 2001). Principles of adult learning. Retrieved from: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adu lts-2.htm
Stanley, M., & Dougherty, J. (2010). Nursing education model. A paradigm shift in nursing education: a new model. Nursing Education Perspectives, 31(6), 378-380.

Stieger, S., & Burger, C. (2010). Let’s go formative: continuous student ratings with Web 2.0 application Twitter. Cyberpsychology, Behavior And Social Networking, 13(2), 163-167.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 1

Practicum Project Presentation

Slide 2

Topic: Teaching students to be successful learners. The learning process needs to guide and facilitate students to utilize their pre-existing knowledge. Students need to use their life experience and knowledge to connect to the learning process (Lieb, 2001). It is important for students to bring meaning to their learning experiences rather than memorize facts.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 3

Nurses need to be competitive. With the advances in nursing and changes in technology nurses need to be educated in a way that is going to meet the changing needs in healthcare (Phillip & Vinten, 2010). Nursing students are being challenged to think more critically and some struggle with the learning process. Teaching students how to learn will help the nursing students to become better learners and hopefully will be better nurses. The success of student’s learners is when student are actively engaged in the learning environment (Maunye, Meyer & van Velden, 2009). Nurse educators need to plan to meet the individual learning needs when teaching. It is important for nurses to use various teaching strategies to meet the needs of the learners.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 4

Needs assessment will be done with both faculty and student on student’s learning. Implement with students a learning assessment tool to discover what type of learner they are using online resources. Teach a learner centered class on how to learn using various teaching strategies. Evaluate the effectiveness of the class by monitoring student’s progress in the classroom.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I have been successful in pursuing all my objectives. Students are improving their grades. The students report identifying their learning style has improved their learning experience. Students are gaining confidence in their abilities to being successful learners. Creative teaching strategies are helping students to learn. Student is successful when they can be part of the learning and given opportunity to apply their knowledge (Heise & Himes, 2010).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 5

The main focus is through the students interactions with others plan to create a learning environment that promotes learning. The learning is interactive and students learn best when they are actively engaged in the learning process (Stanley, Dougherty, 2010). Students learn when they can bring meaning to their learning environment. In this design students are part of the learning environment.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

In my lesson I have created opportunities for students to do various activities that will allow them to apply their knowledge and use their critical judgment to complete the activity. Students will have to do critical thinking exercises, case studies and role playing. They will be encouraged to be actively involved in their learning environment. My lesson plan is student-centered which actively engage the students to be active participant in the learning process and through activities they are able to bring meaning to their learning. Students are given opportunity to demonstrate their learning and apply it through real life situations.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 6

My project is to create a course to teach students how to learn using creative teaching strategies. Some students struggle at my career school often requiring tutoring. I have discovered a need for students to learn how to study and learn. Students struggle with their learning and need assistance to help them through the learning process (Cleland, Arnold & Chesser, 2005). A learner has a right to have an educational environment tailor to their individual needs. Students have the right to have a learning environment that will foster learning. Student centered learning is very important to engage your students and to make their learning experience more meaningful. Students need to be actively involved in their own learning experience (Blumberg, 2009). Through students own experiences will determine how they best learn. Acknowledging the diversity of learning styles and connecting with each individual student will help to build a learner-centered environment (Healey, 2008).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 7

Lesson Plan was developed to help the learner to develop skills to become a successful learner. Students did an assessment on their learning styles using online tools. Teaching students how to learn has helped students to be successful learners. I created a class that taught students how to learn using various teaching strategies. Students were active participant in their learning.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 8

Week 1 & 2: Students assessment tool online used to determine student’s learning styles. Literature review on learning style and teaching strategies was completed. Ongoing literature review on learning styles and teaching strategies was done to capture the best tutoring environment that meets the individual needs of the learners.

Week 3 &4: Students use an assessment tool online to determine learning styles. Students did self-reflection journal on their learning process which included their study habits, things that improve their learning and some possible barriers to learning. Self-reflection journal is ongoing so students can see their progress to learning and studying. Students attend a 1-2 hour a week class on strategies to being a successful learner. Students attend a 1-2 hour a week class on strategies to being a successful learner.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 9

Week 5 &6: Self-reflection journal continues. 1-2 hour a week class on how to learn. Student develop a concept map on the following: their learning style, characteristics of the style, goals to learning, plan to learning, list strategies to learning, possible barriers to learning, support systems and other related information. Students actively involved in their learning. Creative teaching strategies used are case scenarios, concept mapping, and learner-led class through presentation, reflective journal and role playing exercises. Students actively involved in their learning. Creative teaching strategies will be used such as case scenarios, concept mapping, and learner-led class through presentation, reflective journaling and role playing exercises.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Week 7 & 8: Self-reflection journal continues. Students attend a 1-2 hour a week class on how to learn. Formative evaluation conducted to determine the effectiveness of my goals and objectives. Evaluation process helps you to determine how effective your curriculum is and discover ways to improve the overall program ( Bell, Pestka, Forsyth, 2007). Students will be actively involved in their learning. Creative teaching strategies will be used such as case scenarios, concept mapping, and learner-led class through presentation, reflective journaling and role playing exercises.

Formative Evaluation will be conducted to determine the effectiveness of my goals and objectives. Students will take a multiple choice exam to assess their knowledge on learning from the previous class. Meet with students teachers and assess their progress to learning in the classroom as well as review their test score

Practicum Project Presentation

Slide 10

Self-reflection journal continues. Students attend a 1 hour a week class on how to learn

Students will start to transition to be independent learners and use their skills learned.

Students will be actively involved in their learning. Creative teaching strategies will be used such as case scenarios, concept mapping, and learner-led class through presentation, reflective journaling and role playing exercises.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 11

Week 11& 12 Student will present their project to class. Student will develop a plan on how they will continue to succeed at learning after the class is over. Plan to communicate with student’s teacher and develop an ongoing plan for student to be successful in the classroom.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Assess student’s progress and test grades. Summative evaluation will be conducted.

Week 13 & 14 Work with faculty to develop a plan to continue helping students to learn. I plan to suggest my school to start a peer led tutoring program to enhance students learning. Students tutoring other students can be beneficial. Students can guide other students to learn valuable skills to being successful learners (Blowers, Ramsey, Merriman, & Grooms, 2003). Students who tutor others can develop leadership skills through mentoring others.

Practicum Project Presentation

Slide 12

Survey was developed to determine the needs of the learner. Ten students participated in the survey which later was used to develop an individual learning plan for each student.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 13

Students often struggle with management skills. They have hard time being organized and managing their time. The students that were surveyed half struggle with managing their time and the other half stated they plan everything and was organized.

Three students stated they need to make a list to be organized. Two individuals stated they just show up to appointments and find their management skills to being chaotic. Those that stated they were organized did agree that they could improve their skills further since starting school and taking on new responsibilities.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 14

Students were able to learn their own learning style using online resources. Students reported that knowing their learning style help those to better understand how they learn best. Two of the students reported being visual learners. The hands on, combination and audio categories had three students. Each student was able to learn from each other learning styles and was able to learn various strategies to learning.

Practicum Project Presentation

Slide 15

Organization is an important tool for students to be successful learners. Students often need to balance work, school and family life. In order for students to be successful they will need learn how to be organized. Half of the students were organized and have an organization system. The other half reported being disorganized and requested help to get organized.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 16

Eight of the students reported using flash cards as a way to study for a test. Two students reported memorizing for the test and reported it being an overwhelming and time consuming experience. Four students preferred studying alone. Six students reported needing to copy notes and reading the material over and over. One student reported not studying and reports grades are up and down. The student reported feeling overwhelm with all the material so the student would avoid studying. Four students reported learning best when working in study groups. They reported learning best when they are able to process things out loud. Students who prepared for the test were found to have a better overall grade than those who do not.

Practicum Project Presentation

Slide 17

Stress can get in the way of the student’s learning. Identifying students risk to stress as well as how one handles stress will help determine student’s individual learning plan to being a successful learner. Two students reported communication helps them deal with their stress. Four students reported handling stress appropriately. Two students reported ignoring stress in the hopes it would just go away. One reported blowing up when stress reached its peak if the student did not address it soon enough or work towards preventing it.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 18

Students have their own idea of what type of learner they are. Half the students reported struggling with learning and the other half students reported being hard worker. One student admitted being a perfectionist. Three students identified themselves as being a procrastinator. Four reported doing their best but admitted sometime their best was not good enough.

Practicum Project Presentation

Slide 19

Majority of the students reported studying eight hours or less a week. Only one student reported studying eight hours or more. Two students reported studying 4-6 hours and two reported 6-8 hours. Three students reported studying 3-4 hours. One student reported studying 1-2 hours and one student 1 hour or less. Studying time can be enhanced if students learn how to study to maximize their studying and to improve their grade.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 20

Six students reported needing improvement and five students reported being dissatisfied. One student reported not studying. One student reported having excellent studying skills. This student was able to help other students to develop better studying skills. Four students reported having good studying skills.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 21

Five students reporting taking notes and making outlines to study. One student reported not studying. Two students reported needing to study alone. Five students reported using flash cards, needing to record self and five students reported being hands on learners. Six students reported needing study groups to learn.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 22

Six students reported having some college. Some of those students reported struggling at the college level. Four students reported having a high school degree or a GED.

Practicum Project Presentation

Slide 23

Students were able to learn ways to be successful learners through participating in the survey as well as taking assessment tool online to determine learning style. Survey demonstrated students having diverse learning needs and they would benefit from a variety of learning approaches to accommodate everyone’s learning style.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 24

Teachers reported student’s grades improved taking this class. Students were able to develop skills to enhance their learning. Students developed confidence in their learning. Test taking strategies made it easier for the students to learn how to take test and answer questions appropriately. Students learned to develop critical thinking skills and learn to think critically when taking the tests. The information gathered helps to improve the lesson plan to meet the individual needs of the learner.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 25

Lesson plan was developed and divided up weekly. Students participated in the class setting and became active learners. Class was scheduled for 1-2 hours a week. Students worked closely with their teachers as well as study groups. Survey was given at the beginning to assess students individualized learning needs. Students developed their own learning plan focusing on their learning style and educational goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 26

I teach at a career school that designed to prepare students for entry-level employment for the career they have chosen. My goal is to learn and teach various teaching strategies to focus on student-centered learning. Being a good instructor involves understanding the individual needs of your students, which includes creating an atmosphere that foster learning is very important (Svinicki & Mckeachie, 2006).NURS 6600 Capstone Synthesis Practicum Assignment Papers. I created a mini course teaching students how to learn using various teaching strategies to engage the learner. Creating a course design needs to capture the audience learning needs which creates learning opportunities that build on prior knowledge to form new knowledge (O’Neil, Fisher & Newbold, 2009). The presentation will open up opportunity to identify a need in the curriculum. My proposal will be to recommend an online class for all students enrolling at Intercoast. The class will be a beginner class to prepare students to be successful learners. Student benefit from having an introduction class to learn how to be successful learners. Intercoast has students from all ages and culture. Students and teacher interaction needs to be purposeful and deliberate to meet needs of the learners (Goodin & Stein, 2008). The learning environment needs to address the student’s diverse needs. Teachers also need to recognize the learning needs of the diverse population we serve.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation
Slide 27

Practicum Project Presentation

Slide 28

Practicum Project Presentation

Slide 29

Practicum Project Presentation

Slide 30

Students learned how to be successful learners. Student’s grades continue to improve.

End of Program Outcome Evaluation

MSN Graduate Characteristics

Individual Student Learning Outcomes (ISLOs)

Course #; Learner Assessments (Evidence according to alignment of learner outcomes from syllabus chart)

Student Outcome:

Community/ Professional Service

Student Outcome:

Scholarship/ Practice

Student Outcome:

Social Change

LEADERS/

CHANGE AGENTS

LO1 – Synthesize organizational/systems leadership for cost-effective specialist nursing practice that contributes to high-quality healthcare delivery, advancement of the nursing profession, and social change.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6150:Promoting and Preserving Health in a diverse Society

NURS 6110: The Nurse Leader: New Perspective on the Profession

NURS 6200: The Nurse Administrator: Leading and Managing for Excellence.

Initiated a group at a social club and life enhancement center for people with mental illness and substance abuse to reduce stigma to mental illness and help members to build relationship with the community.

Became a team leader and became employee of the month. Took charge at Health Dialog and organized educational events and organized team building exercise for everyone on team.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Volunteered on United Way Committee and raised money for agencies that provided services for the low income and disabled.

Support group at the social club help members to focus on recovery and taking an active role in their health. Members are taking charge of their life instead of allowing their illness to take over their health. Created community resources to connect community to develop relationship with the mentally ill.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

SCHOLAR-/ EVIDENCE-BASED PRACTITIONERS

LO2 – Critique evidence-based literature drawing from diverse theoretical perspectives and pertinent research to guide decision-making that demonstrates best practices for specialist nursing practice in a global society.

NURS6130 Evidence Based Nursing Practice

NURS6100Understanding Healthcare Systems

NURS 6330: Curriculum Development Assessment and Evaluation

NURS6300:Student Centered Learning in Nursing Education

Identified practice variations in the community that would lead patients to have unnecessary treatments and surgeries. Provided presentations to the community on having a partnership relationship with their doctor. Encouraged patients to take an active role in their health care.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Participated in research committee and created power point presentations and poster presentation to demonstrate research information. Used the information and provided my members with evidence based research information.

Created a tutoring program and help students to actively participate in their learning. Utilized research information to help students to learn .

Utilized evidence based practice information for my member. Provided my member with the most informed information to make a health care decision that was right for the member.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

PROFESSIONALS/ COLLABORATORS

LO3 –
Integratively assess, diagnose, plan, implement, and evaluate cost-effective healthcare strategies that reduce health disparities by patient/population advocacy for access to specialist nursing care.

NURS 6100: Understanding Health Care Systems

NURS 6150: Promoting and Preserving Health in a Diverse Society

Advocated for the mentally ill to receive healthcare services. Participated on the Board of Directors at Amistad for people with Mental Illness. Help with the development of peer support program for consumers of mental health.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Created a clinical site to treat the mentally ill and low income families. Students went to Wal-Mart and provided customers with health clinic screenings. Students learned how to meet the health care needs of the disadvantaged.

Created case scenarios for students to utilize their critical thinking skills to apply in the clinical setting. Students learned effective assessment skills to screen for health problems. Students were successful in preventing complications.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

EFFECTIVE COMMUNICATORS

LO4 –
Demonstrate ability to effectively communicate using audience-specific oral, written, and information technology for professional delivery of specialist nursing care.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6320: Integrating Technology in into Nursing Education

Participated in a Simulation Lab to teach students. Students learned about the technology to perform life saving measures.

Students were able to communicate in post conference and debrief on the case.

Taught a class on how to listen at a deeper level. Taught communication skills and skills to impact our members so they could learn about their health.

Promoted Wellness through communicated with my colleagues and giving a power point presentation on the topic.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

EDUCATORS/

CONSULTANTS

LO5 –
Evaluate health needs of diverse populations for necessary teaching/coaching functions based on specialist nursing knowledge to restore/promote health and prevent illness/injury.

NURS6100: Understanding Healthcare Systems

NURS6150 Promoting and Preserving Health in a Diverse Society

NURS 6340: The Nurse Educator Roles, Responsibilities, and Relationships

NURS 6500 Capstone

Participated in research project at Health Dialog to learn the various needs of the members we provided and educated health coaches how to provide quality care to our members.

Created PowerPoint presentation to teach students about fluid and electrolytes. Students participated in case scenarios to recognize and prevent illness.

Created an in-service for my colleagues on back and neck pain.

Brought students to care for people with mental illness and substance abuse to meet their diverse health needs. Students fundraised money as well as food and clothing and donated it to this population while addressing their healthcare needs.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

HEALTHCARE PROVIDERS

LO7 – Implement specialist nursing roles to promote quality improvement of patient-centered care in accordance with professional practice standards that transform health outcomes for diverse populations.

NURS6140: Ethical and Legal Views of the Changing Healthcare System

NURS 6500 Capstone

NURS6120 Linking Theory to Practice

Taught students how to ethically and legally take care of their patients. They learned their role as a health care provided. Students learned how to recognize and deal with ethical dilemmas. Students had to enact an ethical dilemma and present it during open house as an educational tool for the community.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Taught a class on diversity and sensitivity training for faculty.

Taught students how to provide culturally sensitive care.

Used nursing theories to educate students to provide safe cultural competent care.

Advocated in the community for providers to provide patient-centered care. Held Forums for mental health consumers to become active in their health and help them develop a partnership relationship with provider.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Final Reflection

Final Reflection

NURS 6510: Capstone Synthesis Practicum II

Walden University

Laurie Fougere

12/15/2011

Final Reflection

Scholarship gives meaning to achieving excellence in the nursing profession. Participating in scholarship allows for personal and professional growth. I participated in Scholarship through doing research and participating in research committee. Scholarship encompasses all aspects of professional development and growth. Research is only part of the process that allows one to achieve professional growth. I currently do not participate in formal research but plan to participate in future research activities. In preparing for my lesson plan, I do research on topic area to be covered. Through the research process, I am able to bring relevance to the topic being covered and support the information being sought. With scholarship, I am able to participate in scholarly activity and support the needs of my students and my organization.

Service helps me to give back and meet greater need of my community and my organization. Volunteering and donating your time to meet the needs of your institution allows for personal and professional growth. People can grow and strengthen its relationship with their organization through providing service to meet the needs of the organization. My students and I volunteered our service at several health clinics caring for diverse population focusing on health prevention.

Nurses need to be competitive. With the advances in nursing and changes in technology nurses need to be educated in a way that is going to meet the changing needs in healthcare (Phillip & Vinten, 2010). Nursing students are being challenged to think more critically and some struggle with the learning process. Teaching students how to learn will help the nursing students to become better learners and hopefully will be better nurses. The success of student’s learners is when student are actively engaged in the learning environment (Maunye, Meyer & van Velden, 2009). Nurse educators need to plan to meet the individual learning needs when

Final Reflection

Teaching. It is important for nurses to use various teaching strategies to meet the needs of the learners. On November 3, 2011, I attended opening ceremony to a simulation lab at University of Southern Maine to give students realistic experience to learn how to care for patients. With the advances in technology, simulation lab experiences give students the opportunity to get close to the real life situation (Limoges, 2010). Utilizing technology to educate students allows for students to have a realistic experience that will allow students to provide patient with safe and effective care.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Students were able to contribute to social change by making positive relationships with the mentally ill and the community. Through engaging in scholarship activity is when we can learn through our actions and contribute to a greater cause (Ward, 2008). Caring for members at the social club living with mental illness and substance abuse allow my students to gain appreciation for this population. Students help to reduce the stigma to living with mental illness through educating the public about mental illness. Through the students efforts social change occurred.

Scholarship involves teaching, service and other scholarly activities that encourage us to challenge ourselves and pursue excellence in everything we do to promote personal and professional growth (Waller, Clutter & Karni, 2010). Advancing in technology and the demands of nursing requires nurses to further their education. Higher level of education is important for the nurse to pursue to stay up to date with their nursing skills as well as achieve nursing excellence. Nurses can meet scholarship and service needs through furthering their education and meeting the needs of healthcare. I plan to further my education and pursue Doctor of Nurse

NURS 6600: CAPSTONE SYNTHESIS PRACTICUM – Discussion 1
NURSE PRACTITIONER (NP) STUDENT CLINICAL ORIENTATION
Walden University
Nurse practitioner program
AGACNP
AGPCNP
FNP
PMHNP
Welcome
This power point will discuss highlights of our clinical courses and will provide a quick access guide , with classroom requirements and reminders.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Dr. Jennifer Stone – Clinical Supervisor, jennifer.stone2@mail.waldenu.edu
Dr. Tara Harris – PT Clinical Supervisor, tara.harris4@mail.waldenu.edu
2
Welcome to NP Program
Dr. Linda Steele – NP Program Director
Dr. Timothy Legg – PMHNP Coordinator
Dr. Salma Hernandez – AGACNP & AGPCNP Coordinator
Dr. Phyllis Morgan – FNP Coordinator
Dr. Stefanie Gatica – FNP Coordinator
Dr. Jennifer Stone – Clinical Supervisor
Dr. Tara Harris – Clinical Supervisor
NP Full time faculty
Dr. Rachel Carlton
Dr. Eva Hvingelby
Dr. Mahaman Moussa
Dr. Erica Sciarra
Dr. Jeani Thomas
Dr. Cindy Trent
Dr. Gretchen Zunkel
Chain of Command and Course Coordinator Support
Any questions or concerns about your clinical course:
First point of contact is the Clinical faculty
Didactic faculty – clinical faculty will contact if help is needed.
Lead faculty – didactic faculty will contact if help is needed.
Course coordinator – lead faculty will contact if help is needed
Clinical Supervisors – faculty will contact for specific clinical issues or questions
Course Coordinators
Timothy Legg – 6512, 6630, 6640
Salma Hernandez – 6501, 6540, 6550, 6560
Phyllis Morgan – 6521, 6551, 6565
Stefanie Gatica – 6531, 6541
Student resources
Student Assistance Program – Students, and anyone in their households, who want to use this service or are referred for assistance should be encouraged to call 1-866-465-8942 (TDD: 1-800-697-0353) or visit http://inside.WaldenU.edu/sap for more information. When students request services from the program, they will be asked for a Walden ID. That ID is SAP4EDU.
Writing Center – http://academicguides.waldenu.edu/writingcenter/home
Walden library – http:// academicguides.waldenu.edu/library
Technical support – 800-925-3368
PRE-CLINICAL INFORMATION
Students are to create a schedule for clinical hours that the student and preceptor have agreed upon and email it to your clinical faculty
Please save it in a calendar format and include your contact information as well as preceptor’s contact information on the schedule
Save the file name and “clinical schedule”
You must email the schedule to Clinical Faculty
Clinical faculty will call or email student and preceptor to set up a minimum of 1 phone conference and 2 email contacts during the quarter
PRECLINICAL INFORMATION FOR STUDENTS
You should reflect and prepare learning goals and objectives for the course
Review the course objectives
Review SOAP notes article
Review the preceptor evaluation of student
Review the Competencies for your specialty (AGACNP, AGPCNP, FNP, PMHNP) by visiting the following sites:
Core Competencies for nurse practitioners http :// nonpf.com/associations/10789/files/NPCoreCompetenciesFinal2012.pdf
AGPCNP Competencies http:// nonpf.com/associations/10789/files/Adult-GeroPCComps2010.pdf
FNP Competencies http:// www.nonpf.org/associations/10789/files/PopulationFocusNPComps2013.pdf
AGACNP Competencies http:// www.aacn.nche.edu/geriatric-nursing/Adult-Gero-ACNP-Competencies.pdf
PMHNP Competencies: http:// www.aacn.nche.edu/education-resources/PopulationFocusNPComps2013.pdf
8
CLINICAL ATTIRE
STUDENTS MUST WEAR APPROPRIATE ATTIRE
Appropriate InappropriateComfortable and practical Clothing that is distracting or offensive to othersLab Coat with name tag Clothing with words, terms or pictures that may be offensive to othersPressed and clean Clothing that works for the beach, yard work, dance clubs, exercise sessionsFashion brand names on clothing Clothing that reveals too much cleavage, your back, your chest, your stomach or your underwearProfessional appearance Torn, dirty or frayed clothingClosed-toe shoes JeansClean nails
Name Tag
Instructions for making your name tag
Students go to myWalden Portal
Welcome Center tab
Get Prepared tab
Scroll to bottom of page #7
Print ID badge
If your clinical site requires a photo ID, please add a passport photo (scan your photo with name tag)
10
Resources STUDENTS should take to CLINICAL
Practice guidelines for your specialty program: FNP, AGACNP, AGPCNP, and PMHNP
Ask preceptor if acceptable to use smartphones, etc. while in the setting
Pharmacology applications on your smartphone or iPad, etc.
Ask preceptor what resources they use most often
STUDENT Expectations
Print the Syllabus for the Course and hand deliver to your preceptor and review the objectives for the course
Students should see the minimum number of patients outlined in this presentation.
Generally you should:
Ask the patient if they mind if you see them in combination with your preceptor
Perform your assessment: Subjective, Objective Data
Make a list of differential diagnoses
Form a tentative plan of care – look for teaching opportunities – look for evidence to back your plan
Consult with your preceptor and revise your assessment, diagnoses and plan
STUDENTS First Day
Students should be oriented to the clinical site by preceptor or office personnel for a maximum of 8 hours
The lay out of the office
Office procedures
Lunch
Restroom locations
Other
Orientation/observation to the site
**NEW **Requirements for patient encounters per course
Consensus of patient numbers by course. These are MINIMUM numbers of patients:
NURS 6531 – 144 patients in 144 hours
NURS 6540 – 100 patients in 144 hours
NURS 6541 – 144 patients in 144 hours
NURS 6550 – 75 patients in 144 hours
NURS 6551 – 100 GYN patients; 25 OB patients in 144 required hours
NURS 6560 – 75 patients in 144 hours
NURS 6565 – 144 patients in 144 hours
PMHNP Courses: NURS 6640, NURS 6650, NURS 6660, NURS 6670:
“Students in the PMHNP program will need to complete 144 hours of practicum in EACH of the four practicum courses. It is acknowledged that a variety of factors will influence the number of clients seen, but students should strive to see as many clients possible each clinical day.”
*A minimum of 144 clinical hours are required in each practicum course. More hours can be completed but cannot transfer to another clinical course.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Meditrek
Students are to upload their information on the time log and patients log every 48 hours.
Midterm and final evals by preceptor need to be completed in Meditrek.
Midterm eval should be completed prior to midterm conference call, then reviewed.
Didactic faculty are responsible to ensure ALL clinical students have their time logs signed and final evals completed prior to entering final grade.
Meditrek Contact Information
If the preceptor does not receive an email with login information, the student or the preceptor should email the preceptor’s name and email, along with the student’s name and Walden ID number to SONPreceptor@waldenu.edu and the login information will be sent to the preceptor directly.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
How do STUDENTS document patient encounters at clinical site?
This will be up to the preceptor and clinical faculty
It is a good idea to learn from each site as many have electronic medical records
The preceptor may want you to hand write your SOAP note
Documenting Clinical Experiences for the Course
To prepare for this course’s Practicum Experience, address the following in Practicum Journal (AGPCNP and FNP students ONLY):
Select and describe a nursing theory to guide your practice.
Develop goals and objectives for your Practicum Experience in this course. When developing r goals and objectives, students are to be sure to keep the competency domains of practice in mind.
Create a timeline of practicum activities based on your practicum requirements.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Documenting Clinical Experiences for the Course
All patients must be entered on the NP Patient Log within 48 hours of each clinic day.
All clinic hours must be entered on the Time log within 48 hours of each clinic day.
Clinical faculty will review all NP patient logs and Time logs periodically throughout the course. Students are to keep them up-to-date at all times.
Weekly Journal Entries are required but only submitted Weeks 3, 7 and 10 (or as directed in clinical course).
Grading CLINICAL JOURNALS and Time LogsFor the Journal Entries and Practicum Time Logs—which are assessed with a Satisfactory (S) or Unsatisfactory (U) score—the numerical grade will show as 0 points and the “S” or “U” will be posted in the Feedback area by your Instructor. These scores of 0 points do not affect your grade; they simply allow for a placeholder to place the “S” or “U” scoring. *All journal entries must be done and graded satisfactorily before a passing grade in clinical can be achieved.
Midterm and Final Evaluations
All students are required to have their preceptor complete a midterm and final evaluation in order to pass the course
Midterm evaluation is done through Meditrek and should be completed by the preceptor during weeks 4-6; the preceptor will receive login credentials to Meditrek beginning in week 3.
Students must have a satisfactory final evaluation by preceptor in Meditrek by end of week 10.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
All students are required to have their preceptor and practicum site evaluation in Meditrek by end of week 10.
What happens if…
Student or preceptor is ill or has an emergency
Students are to notify their clinical faculty and make plans to obtain the missed hours
If student is ill, please make sure you notify your preceptor
If student and/or preceptor terminate the agreement
Students are to notify clinical faculty immediately and be proactive in securing another preceptor
Clinical Failure
Behaviors constituting clinical failure include, however are not limited to, the following:
Demonstration of unsafe performance and/or decision-making skills.
Failure to complete clinically related class assignments and/or clinical log.
Failure to complete the required clinical hours and patients numbers
Falsification of clinical hours, records, or documentation.
Failure to complete clinical hours with approved preceptor. All preceptors must be approved or clinical hours will not count.
Students Must Remember…NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Students are a guest in the clinical setting and should act politely at all times
Students are not make personal phone calls. Turn your phones on vibrate and take calls only during breaks
Always thank the patient and preceptor and office staff
Be active in the learning process
You are there to learn to be a health care provider. You are not a nurse in the clinic.
It is ok to be wrong. We expect that as part of the learning process.
Ask questions!
IF YOU DON’T KNOW…
Ask preceptor
Ask clinical faculty
Ask didactic faculty
We all want students to learn and be successful
Specialty Coordinators

You now have the opportunity to bring all the knowledge you’ve gained from your educational pursuits to the playing field. NU 749 Capstone Synthesis brings together the theoretical knowledge and practice skills you’ve acquired from core and specialty focus courses.

By considering the potential interplay of legal, economic, political, regulatory, and ethical factors in health care, you’ll identify a problem related to your specialty focus (educator or administrator) that is amenable to an evidence-based intervention and spend the next eight weeks applying your knowledge to address the situation.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

What You’ll Learn in NU 749
In this course, you’ll develop, implement, and evaluate an evidence-based intervention with the guidance of a master’s or doctorate prepared RN preceptor. You’ll present the process and outcomes in a scholarly paper and presentation. You’ll also compile a portfolio to substantiate achievement of MSN program and university outcomes.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

This capstone course is typically taken after all coursework is completed.

Course Topics
Throughout this course, weekly topics may include but are not limited to:

Finalizing Your MSN Coursework
Ethical Leadership
Compiling Your Capstone Synthesis Materials
Portfolio Completion and Lifelong Learning
Legal and Regulatory Factors
Final Synthesis Paper
Regulatory Relevance
Completion
Course Learning Outcomes
Upon successful completion of NU 749, you will be able to:

Present evidence in a scholarly writing project and presentation to demonstrate integration and understanding of knowledge, skills, and attitudes acquired in core and specialty focus courses to advance nursing practice.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Participate in knowledge dissemination in a specialty area reflecting on assessment, planning, implementation, evaluation, and dissemination methods used to improve expected practice, health care outcomes and/or support policy change by sharing immersion experience and outcomes.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Complete and submit an academic/professional portfolio that provides evidence of meeting program outcomes, professional, and personal goals.
Analyze factors relevant to the professional role, including political, institutional, social, and economic forces that impact the professional role.
Explore with mentor and peers the effect of legal, economic, regulatory, and ethical leadership in the specialty areas.
Define strategies to remain competent in the specialty role and incorporate life-long learning.
Share findings of resources used to affect the delivery of safe, quality, cost effective, culturally responsive, and evidence-based care practices for diverse populations in diverse settings and how this may apply to future goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Get Started
To learn more about Capstone Synthesis or other courses in the online MSN program from the University of Saint Mary, call 877-307-4915 to speak with an admissions advisor or request more information.

Synthesis of informatics literature to support institutional policy statement of the literature will assist the policy development team in . Synthesis of informatics literature to support institutional policy statement development synthesis of informatics literature to support institutional policy. literature to support institutional policy statement synthesis of informatics literature to support institutional policy statement development taneya . Koonce ty sathe na giuse da jirjis j synthesis of informatics literature to support institutional policy statement development journal of the medical library . Request pdf on researchgate on nov 1 2006 rebecca n jerome and others published expert synthesis of the literature to support critical care decision making.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6600 Capstone Synthesis Practicum Assignment Papers.

 

Students in this course apply the MSN curriculum experience by translating knowledge into practice by designing, developing, and implementing a project in a professional healthcare setting. By using the culmination of learning, students gain the opportunity effect positive social change within the healthcare delivery environment in the roles of change agent and nurse. The result of the practicum experience provides students with an experience through which they develop their passion as a practitioner while enhancing the nurse role as an advocate for social change within the context of a scholarly presence.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

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Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note: This course requires a minimum of 144 practicum hours.*NURS 6600 Capstone Synthesis Practicum Assignment Papers.

*Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours.

Complete each section below.

Section 1: Quarter/Term/Year and Contact Information
Quarter/Term/Year:

Student Contact Information

Name: Chizelle T. Archie

Street Address: 2275 Wintergreen Drive

City, State, Zip: Semmes, Alabama 36575

Home Phone:

Work Phone: 251-607-5135

Cell Phone: 678-266-8180

Fax:

E-mail: chizelle.archie@waldenu.edu chizelle.archie@att.net

Preceptor Contact Information

Name: Crystal McDonald

Organization: Springhill Medical Center

Street Address: 3719 Dauphin Street

City, State, Zip: Mobile, Alabama 36608

Work Phone: 251-460-5202

Cell Phone: 251-463-7448

Fax:

E-mail: crystal.mcdonald@springhill.org

Section 2: Practicum Professional Development Objectives
Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course

Objective 1: Improve time management skills in a leadership role while managing work life balance.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Objective 2: Gain confidence and experience in my role performance in a supportive environment with preceptor, and other experienced health care professionals in leadership roles in a variety of settings.

Objective 3: Utilize effective relaxation and stress reduction techniques to allow me to complete my task that will ultimately lead to my beginning a new career as advanced beginning professional.

Section 3: Projected Timeline/Schedule
Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you may use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

I intend to complete the 144 practicum hours according to the following timeline/schedule:

Number of Hours Projected for Week

Number of Weekly Hours for Professional Development

Number of Weekly Hours for Practicum Project

Week 1

15

8

7

Week 2

15

8

7

Week 3

15

8

7

Week 4

14

6

8

Week 5

12

4

8

Week 6

14

8

6

Week 7

14

8

6

Week 8

11

6

5

Week 9

12

6

6

Week 10

12

6

6

Week 11

10

4

6

Total Hours (must meet the following requirements)

144 Hours

72

72

Section 4 – Signatures
Student Signature (electronic): Chizelle T. Archie Date: 08/31/2017

Practicum Faculty Signature (electronic)**: Date:

** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP)

Submit your Practicum Professional Experience Plan on or before Day 7 of Week 1 for Faculty review and approval.

Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.

Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note: This course requires a minimum of 144 practicum hours.*

*Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours.

Complete each section below.

Section 1: Quarter/Term/Year and Contact Information
Quarter/Term/Year:

Student Contact Information

Name: Chizelle T. Archie

Street Address: 2275 Wintergreen Drive

City, State, Zip: Semmes, Alabama 36575

Home Phone:

Work Phone: 251-607-5135

Cell Phone: 678-266-8180

Fax:

E-mail: chizelle.archie@waldenu.edu chizelle.archie@att.net

Preceptor Contact Information

Name: Crystal McDonald

Organization: Springhill Medical Center

Street Address: 3719 Dauphin Street

City, State, Zip: Mobile, Alabama 36608

Work Phone: 251-460-5202

Cell Phone: 251-463-7448

Fax:

E-mail: crystal.mcdonald@springhill.org

Section 2: Practicum Professional Development Objectives
Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course

Objective 1: Improve time management skills in a leadership role while managing work life balance.

Objective 2: Gain confidence and experience in my role performance in a supportive environment with preceptor, and other experienced health care professionals in leadership roles in a variety of settings.

Objective 3: Utilize effective relaxation and stress reduction techniques to allow me to complete my task that will ultimately lead to my beginning a new career as advanced beginning professional.

Section 3: Projected Timeline/Schedule
Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you may use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

I intend to complete the 144 practicum hours according to the following timeline/schedule:

Number of Hours Projected for Week

Number of Weekly Hours for Professional Development

Number of Weekly Hours for Practicum Project

Week 1

15

8

7

Week 2

15

8

7

Week 3

15

8

7

Week 4

14

6

8

Week 5

12

4

8

Week 6

14

8

6

Week 7

14

8

6

Week 8

11

6

5

Week 9

12

6

6

Week 10

12

6

6

Week 11

10

4

6

Total Hours (must meet the following requirements)

144 Hours

72

72

Section 4 – Signatures
Student Signature (electronic): Chizelle T. Archie Date: 08/31/2017

Practicum Faculty Signature (electronic)**: Date:

** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP)

Submit your Practicum Professional Experience Plan on or before Day 7 of Week 1 for Faculty review and approval.

Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP.

What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist?

In this Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program.

Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Consider the following questions:

What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how?

What challenges are you likely to encounter as you transition into a new role?

What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being.

Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Review the information in the Introduction to the Practicum (in this week’s Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements.

Review the suggestions for developing effective learning objectives provided in the Learning Resources.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be:

Specific

Measurable

Attainable

Results-focused

Time-focused

Reflective of the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above)

Select one or more practicum professional development objectives to focus on for this Discussion. (You may continue to hone these objectives as you work on this week’s Application Assignment.)

Reflect on how you could achieve each objective through your Practicum Experience.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Post an explanation of your professional aspirations and how you intend to use the Practicum Experience to promote career change and/or enhance your performance. Describe at least one objective to facilitate your professional growth, and explain the steps you could take to achieve the objective(s) during your Practicum Experience. Support your response with examples from the literature.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

Suggest strategies for using the Practicum Experience to deepen or broaden their knowledge.

Offer suggestions for refining their practicum professional objective(s).

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.

Note: Retrieved from the Walden Library databases.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

Note: Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

This article addresses three domains of learning: cognitive, affective, and psychomotor.

University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

Document: Practicum Journal (Word Document)

During your Practicum Experience, you are required to submit your time log and three journal entries. You will use this form to complete your journal reflections.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF)

This comprehensive manual outlines all of the requirements for the Practicum Experience.

Clinical Resources

Document: Introduction to Clinical Experiences (PowerPoint)

Document: Practicum Manual (PDF)

Required Media

Laureate Education (Producer). (2012a). Professional behavior in the practicum setting [Interactive media].

Note: Retrieved from the Walden Library databases.

In this audio presentation, Dr. Jeanne Morrison discusses topics that demonstrate professional behavior in the practicum setting, such as dressing professionally, punctuality, and communication.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Please click here for the Transcript (PDF).

Laureate Education (Producer). (2012b). Professional best practices [Interactive media].

Note: Retrieved from the Walden Library databases.

In this audio segment, Dr. Jeanne Morrison provides an overview of best practices and tips for students engaged in the Practicum Experience. She discusses what activities are included in practicum hours, the importance of staying in touch with your Preceptor, and strategies for dealing with stress.

Please click here for the Transcript (PDF).

Laureate Education (Producer). (2012c). Professionalism and the practicum experience [Interactive media].

Note: Retrieved from the Walden Library databases.

What is the Practicum Experience all about? What are the roles of the Faculty Member and the Preceptor? In this media presentation, Dr. Jeanne Morrison discusses these and other critical aspects of the Practicum Experience. She also provides an overview of the professional demeanor expected of all students throughout the Practicum Experience.

Addresses the implications of substance abuse on the role of the forensic nurse. Describes the interdisciplinary process for recognition and treatment of substance abuse. Covers types of substances and their effects on the abuser. Addresses the psychological component of substance abuse and the psychosocial impact of substance abuse on the abuser and their support system. Meets with NURS 4040.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6060 – The Many Facets of Child Maltreatment
3 Credits (Minimum) 3 Credits (Maximum)
Explores the multifaceted manifestations of child maltreatment to include medical and nursing diagnosis, treatment, documentation, and legal implications from a forensic nursing perspective. Prer., Graduate students only. Meets with NURS 4060.

NURS 6070 – The Epidemic of Sexual Assault, Abuse, and Exploitation
3 Credits (Minimum) 3 Credits (Maximum)
Reviews sexual assault, abuse, and exploitation from a forensic nursing perspective. An interdisciplinary approach explores the dynamics of sexual violence in society and the interface of sexual assault, interpersonal violence (IPV), and child maltreatment. Roles for the forensic nurse will be reviewed. Prer., Graduate or Doctoral nursing students or registered nurses only. Meets with NURS 4070.

NURS 6080 – Injury Investigation Throughout the Life Span
3 Credits (Minimum) 3 Credits (Maximum)
Provides enhanced knowledge concerning injury and its investigation. A major focus is fatal injuries, death investigation. A major focus is fatal injuries, death investigation systems in the United States, and techniques employed to ascertain the cause and manner of death. Prevention strategies and opportunities for forensic APN role development will also be reviewed. Prer., NURS 4020 or NURS 6020. Graduate or doctoral students in Nursing.

NURS 6100 – Philosophical Foundations of Advanced Nursing Practice
3 Credits (Minimum) 3 Credits (Maximum)
Explores theoretical and philosophic foundations of human caring and nursing’s epidemiology and ontology. Introduces patterns of knowing and advanced roles of artist, ethicist, carer, citizen, and scientist. Integrates theoretical, ethical, socio-political, family, and philosophic perspectives. Prer., Graduate admission or permission of instructor.

NURS 6110 – Advanced Nursing Practice and Health Care Policy
3 Credits (Minimum) 3 Credits (Maximum)
Introduces knowledge to effect change in health care policy and delivery. Advanced nursing practice is explored in the health care system, focusing on regulatory issues and legal/ethical parameters. Emphasis is placed on leadership skills within the social/political arena. Prer., Graduate standing or permission of instructor.

NURS 6120 – Nursing Research
3 Credits (Minimum) 3 Credits (Maximum)
Explores the basis for research in advanced practice nursing. Emphasis is placed on the research process and critiquing published research. Prer., introductory statistics course.

NURS 6140 – Dynamics of Holistic Practice
2 Credits (Minimum)
Enhances personal and esthetic ways of knowing through the exploration of creativity and critical thinking. Examines conceptual and experiential creativity and encourages the expression of self as an esthetic being. Incorporates theories from decision making and logic.

NURS 6150 – Clinical Nurse Specialist Seminar
3 Credits (Minimum) 3 Credits (Maximum)
Explore historical, theoretical, and conceptual foundations of the clinical nurse specialist (CNS) role. Define the CNS roles of scientist, ethicist, artist, carer, and citizen. Acquire knowledge through patterns of knowing in advanced nursing practice. Prer., NURS 6100, NURS 6110.

NURS 6170 – Geropharmacology: Concepts and Practical Applications in Advanced Practice Nursing
2 Credits (Minimum) 2 Credits (Maximum)
Reviews pharmacology concepts in the context of the physiology of aging. Applies concepts learned in advanced health assessment to the comprehensive history component of medication review. Discusses polypharmacy and drug classes that may be problematic for older adults. Explores collaborations between advanced practice nurses and pharmacists to reduce medication errors and enhance adherence through education. Prer., NURS 6280, NURS 6730, NURS 6740.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6190 – Educational Measurement and Evaluation in Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Theories of measurement and evaluation are analyzed as they relate to various aspects of instruction in nursing. Students study and use a variety of measurement and evaluation techniques. Opportunities are provided for students to analyze ethical, legal, and social issues involving measurement and evaluation, as well as uses and limitations of evaluation instruments in a variety of instructional situations. Methods of curriculum and program evaluation will also be addressed. Prer., BSN or graduate department permission.

NURS 6200 – Curriculum Development in Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Introduces the process of curriculum development and the procedures of structuring and evaluating curriculum experiences and outcomes.

NURS 6210 – Transformational Teaching Strategies
3 Credits (Minimum) 3 Credits (Maximum)
Promotes understanding of the political, philosophical and personal tenets of a caring curriculum. Explores advanced concepts of teaching and learning and examines learning theory. Studies the art and science of effective teaching strategies. Includes techniques of media production. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6220 – Collaborative Health Care Management with the Elderly
3 Credits (Minimum) 3 Credits (Maximum)
Provides students with empirical knowledge needed to manage care of elderly individuals. Sets foundation for an advanced practice role in providing primary care to older adults and their families within a framework of collaborative practice. Prer., NURS 6120 (Recommended).

NURS 6230 – Physiological Problems of Aging
3 Credits (Minimum) 3 Credits (Maximum)
Explores the various aspects of aging from a physiological perspective. Health promotion of mature and aging families will be addressed. Management of minor acute health problems will be systematically covered. Cultural and ethnic differences are elucidated.

NURS 6240 – Managed Care Environment
3 Credits (Minimum)
Explores the managed care environment and its evaluation. Explores philosophy of managed care and case management methods, the shift from illness care to illness prevention and community based practice. Focuses on interdisciplinary collaboration, ethics and accountability.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6250 – International and Cross-Cultural Health Care
3 Credits (Minimum)
Study of selected international health care and nursing issues. Theoretical and conceptual aspects of cross-cultural health care are included. Travel to England with this class and complete graduate requirements with emphasis on social and health care policy in England.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6260 – Topics in Nursing
1 to 3 Credits (Minimum)
Designed to focus on the explorations of selected topics in advanced nursing practice.

NURS 6270 – Family Theory and Intervention
3 Credits (Minimum)
Explores family theories and their application to advanced nursing. Utilizes a variety of assessment tools to evaluate and plan care for selected families. Applies statistics, demographics of changing families structures, and examples of cultural diversity to the care of families.

NURS 6280 – Clinical Pharmacotherapeutics
3 Credits (Minimum) 3 Credits (Maximum)
Provides knowledge of cellular mechanisms and the clinical application of therapeutic drugs by practitioners in primary and acute health care settings. Educates Advanced Practice Nursing students about common drug uses, drug categories, and integrative health therapies. Prer., Graduate standing or permission of instructor.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6290 – Resource Management: Budget and Finance
3 Credits (Minimum) 3 Credits (Maximum)
Introduces systems of resource management that may be applied in health care delivery. Emphasis given to strategies of finance and budget, personnel management, management research, and information systems as tools used by nurse managers to impact the health environment. Meets with HCAD 6490.

NURS 6300 – Sexual Assault: Implications for Nursing Practice
3 Credits (Minimum) 3 Credits (Maximum)
Focuses on sexual violence and expands personal knowledge of medicolegal aspects of health care. The alliance of nursing, law enforcement and forensic sciences is explored. Models for preventive strategies and public education are investigated. Meets with HSCI 6300.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6310 – Forensic Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Introduces clinical forensic nursing with an emphasison emergency room and community health forensic issues. Explores principles and philosophy of clinical forensic nursing and the role of the forensic nurse in advanced nursing practice in clinical and/or community based settings. Meets with HSCI 6310.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6320 – Injury and Death Investigation
3 Credits (Minimum) 3 Credits (Maximum)
Explores principles related to investigation of injury and death. Forensic pathology and forensic autopsy procedures are included. Explores topics medicolegal evidence, violence injury and environmental pathology. Meets with HSCI 4320 and HSCI 6320.

NURS 6330 – Crime Scene & Crime Lab
3 Credits (Minimum) 3 Credits (Maximum)
Introduces the student to the areas of crime scene preservation, investigation and development and to the scientific tactics, procedures, and techniques employed by forensic experts and sophisticated scientific techniques by forensic nurses. Meets with HSCI 4330 and HSCI 6330.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6340 – Psychosocial/Legal Aspects of Forensic Science
3 Credits (Minimum) 3 Credits (Maximum)
Introduces the psychological, neurocognitive, sociological and legal dimensions of forensic nursing, assessment and diagnosis of mental disorders, and the interface between the psychosocial effects of injury and illness and the judicial system. Explores criminal, civil and family law applications. Meets with HSCI 4340 and HSCI 6340.

NURS 6350 – Internship in Clinical Forensics
2 Credits (Minimum)
Arranged to expand clinical application theory content in forensic nursing. Arrangements can be made for experiences with coroners, emergency rooms, crime investigation units, prison or other clinical settings which are congruent with student goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6360 – Legal Aspects of Forensics: Civil and Criminal
3 Credits (Minimum) 3 Credits (Maximum)
Criminal, civil and family law will be discussed as they relate to forensic issues. Meets with HSCI 4290 and HSCI 6360.

NURS 6370 – Violence and Human Rights Issues
3 Credits (Minimum) 3 Credits (Maximum)
Provides the opportunity to explore the impact of violence in relation to the responsibilities of the investigator, assessor, evaluator, and therapist. Includes strategies of care for individual family and community survivors. Principles and philosophies of victimology, traumatology and domestic violence.Meets with HSCI 4370 and HSCI 6370.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6380 – Evaluation and Management of Adult, Adolescent and Pediatric Sexual Assault Patients
3 Credits (Minimum) 3 Credits (Maximum)
Provides advanced preparation for experienced nurses interested in practicing sexual assault nurse examiners or expanding knowledge in forensic healthcare. Topics include: medical forensic examination, evidence collection and the role of the advanced practitioner in the criminal justice process. Prer., Graduate School Admission.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6390 – School Based Nurse Care
3 Credits (Minimum)
Management of the child as a client within the family and school community. Includes pediatric health assessment, health education, family centered care, legal guidelines and related laws. Links the child, the school and geographic community by leadership and management.

NURS 6410 – Complementary Healing Methods
3 Credits (Minimum) 3 Credits (Maximum)
Presents an overview of the history, theoretical bases, applications, resources, and trends of complementary healing methods. The evolution of Western scientific thought and Eastern medical theories will be examined as a basis for understanding current health perspectives and treatment modalities. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6420 – Dynamics of Unity
3 Credits (Minimum) 3 Credits (Maximum)
Explores the scientific and cultural underpinnings of holistic thought. The evolution of Western Science, the essential unity of diverse spiritual traditions, and the development of society from industrialism and isolation to the age of information and global economy. Meets with NURS 4620.

NURS 6430 – Psychophysiology of Holistic Health
3 Credits (Minimum) 3 Credits (Maximum)
Provides an advanced foundation in the physiological phenomena associated with holistic health. Explores mind/body concepts such as stress and disease, alternative medicine outcomes, spontaneous healing psychoneuroimmunology and the placebo effect.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6440 – Advanced Assessment of Holistic Health
3 Credits (Minimum)
Facilitates the recognition and nurturance of the nurse’s unique, individual expression of wholeness. Holistic nursing philosophy and the nurse-focused standards of care and practice are discussed. Emphasis is placed on self-reflection, empowerment, personal responsibility, growth, and mutual support.

NURS 6450 – The Art of Holistic Nursing
3 Credits (Minimum)
Explores theories of esthetics and art for application in healing. Theories of the psychology of the spirit are considered within the caring context of nursing. The processes of imagination are investigated.

NURS 6460 – Shamanism: Healer and Visionary
3 Credits (Minimum) 3 Credits (Maximum)
Applies the philosophy and practice of shamanism; specifically imagery, memory, reflection, dreams and the creative healing process in nursing practice. The focus is on the nurse’s role and practical application of theories and techniques of shamanism in various clinical situations. Intuitive and analytical thinking are emphasized. Prer., Admission to nursing program required.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6470 – Holistic-Praxis: Therapies of the Imagination
3 Credits (Minimum) 3 Credits (Maximum)
Applies imagery, memory and reflection, dreams and the creative processes to holistic nursing practice. The focus is on the nurse’s role and the practical application of theories and techniques of these therapies in various clinical situations.

NURS 6480 – Holistic-Praxis: Therapies of the Human Energy Fields
3 Credits (Minimum) 3 Credits (Maximum)
Theories and practices of healing modalities which emphasize touch, energy systems, and movement that nourish and strengthen the body/mind/spirit are interpreted artistically and scientifically. Learners explore the use of these modalities in experiential situations. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6490 – World Views of Health and Healing
3 Credits (Minimum)
Explores various cultural traditions in health and healing. Traditional Chinese Medicine, Auyerveda, Shamanism, Curanderismo, Native American Healing, and selected complementary and alternative therapies are examined.

NURS 6500 – Forensic Photography
3 Credits (Minimum) 3 Credits (Maximum)
Designed to assist professionals in forensic science and health care in the basic principles and techniques associated with forensic photography at the crime scene, in the hospital setting, or in autopsy laboratory. Meets with HSCI 4390 and HSCI 6380.

NURS 6510 – Perinatal/Newborn Health Assessment, Stabilization and Care
3 Credits (Minimum)
Provides the basis for advanced practice nursing care necessary to meet the assessment, stabilization and early care needs of healthy and at risk newborns and their families. Clinical practicum further develops assessment skills and provides opportunities to practice.

NURS 6520 – Pathophysiology of the Newborn
4 Credits (Minimum)
Synthesis of concepts of embryology, neonatal physiology and pathophysiology and relates these concepts to the rationale for comprehensive management of and the outcomes for illnesses/problems in at risk newborns.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6530 – Clinical Management of High Risk Newborn
3 Credits (Minimum)
Integrates research based knowledge of disease/ disorders of the newborn within clinical practice. The multiple facets of the advanced practice neonatal nurse and nurse practitioner roles are analyzed.

NURS 6540 – Neonatal Clinical Pharmacotherapeutics
4 Credits (Minimum)
Introduces pharmaceutical management of a range of fetal and neonatal conditions which are commonly seen in perinatal/newborn settings. Integrates patterns of knowing as applied to the pharmacotherapeutic approach in the management of patients in neonatal care settings.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6560 – Women’s Health Care Issues
3 Credits (Minimum)
Presents an overview of selected women’s experiences and health issues. Exploration from a historical, psychological and socio-political focus in order to increase understanding regarding the impact on the woman, her significant others, health care professionals and the health care system.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6570 – Role Transitions
2 Credits (Minimum) 3 Credits (Maximum)
Designed for certificate nurse practitioners who have completed advanced practice core degree requirements. Facilitates the integration of graduate advanced practice theoretical and conceptual knowledge intoclinical practice. Prer., NURS 6100, NURS 6110, NURS 6120, NURS 6270.

NURS 6580 – Adult Clinical Nurse Specialist I
3 Credits (Minimum) 3 Credits (Maximum)
Provides Advanced Practice Nursing (APN) knowledge and interventions for adults and families in the illness/disease trajectory. Emphasis is on comprehensive assessment, problem-solving skills, therapeutic management, and prevention modalities. Patterns of knowing, reflective learning, theory, research, and integrative care modalities guide care of adults and families. Prer., Master core courses and NURS 6280, NURS 6730, NURS 6740.

NURS 6590 – Adult Clinical Nurse Specialist II
3 Credits (Minimum) 3 Credits (Maximum)
Provides Advanced Practice Nursing (APN) knowledge and interventions for adults and families in the illness/disease trajectory. Emphasis is on comprehensive assessment, problem-solving skills, therapeutic management, and prevention modalities. Patterns of knowing, reflective learning, theory, research, and integrative care modalities guide care of adults and families. Prer., Master core courses and NURS 6280, NURS 6730, NURS 6740.

NURS 6600 – Palliative Care and Advanced Practice Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Analyzes principles of palliative care in chronic progressive disease and end-of-life care. Integrates concepts across the lifespan and with various specialty populations, as well as implementation in various clinical settings.

NURS 6610 – Primary Health Care of Childbearing Families
3 Credits (Minimum)
Provides a basis for the practice of advanced practice nursing care through the exploration of the health needs in the childbearing family. Focuses on comprehensive assessment, intervention, and preventive care for the childbearing family in primary health care settings.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6620 – Primary Health Care of Families I
3 Credits (Minimum) 3 Credits (Maximum)
Explores acute/chronic health care of children and families. Focuses on comprehensive assessment, intervention, and preventive care. Prer., MSN core courses and NURS 6280, NURS 6730, NURS 6740.

NURS 6630 – Community and Rural Health
3 Credits (Minimum)
Provides the student with the opportunity to examine concepts and theoretical frameworks relevant to community and rural health. The major emphasis is to provide a foundation for advanced nursing practice in community and rural settings. Open to graduate program students only.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6640 – Primary Health Care of Families II
4 Credits (Minimum) 4 Credits (Maximum)
Explores the preventive and acute health care needs of adults and families across the life span. Prer., MSN core courses and NURS 6280, NURS 6730, NURS 6740. Meets with NURS 6780.

NURS 6660 – Health Promotion & Disease Management for Clinical Nurse Specialist
3 Credits (Minimum) 3 Credits (Maximum)
Provides a basis for advanced practice nursing through the exploration of the human health experience of clients across health care settings. Emphasizes health promotion, acute episodic and community care within a human caring framework. Prer., NURS 6730, NURS 6740, and NURS 6280.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6670 – Primary Health Care of Families III
3 Credits (Minimum) 3 Credits (Maximum)
Provides a foundation for exploration of chronic health conditions of adults and families across the life span. Focuses on assessment, prevention, and management, incorporating concepts from pathophysiology, psycho/social, cultural, political, theory, evidence-based practice, and spritual frameworks. Prer., MSN core courses and NURS 6280, NURS 6730, NURS 6740. Meets with NURS 6790.

NURS 6720 – Assessment Validation
1 Credits (Minimum)
Validation of health assessment skills. Recommended for students who have not been involved with health assessments in past four years.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6730 – Advanced Health Assessment
3 Credits (Minimum) 3 Credits (Maximum)
Explores the foundation and techniques of advanced health assessment across the life span. This course requires 45 contact hours of precepted assessments. Prer., Completion or concurrent registration in core courses, or faculty approval.

NURS 6740 – Advanced Pathophysiology
3 Credits (Minimum) 3 Credits (Maximum)
Synthesis of pathophysiologic concepts for therapeutic assessment, diagnosis, management, and intervention fundamental to advanced practice nursing across the life span in a variety of health care settings. Prer., Completion of or concurrent registration in core courses or faculty permission.

NURS 6780 – Primary Health Care of Adults I
4 Credits (Minimum) 4 Credits (Maximum)
Explores preventive and acute health needs of young through aged adults. Focuses on comprehensive assessment, intervention, and preventive care for young through aged adults in primary health care settings. Prer., NURS 6100, NURS 6120, NURS 6280, NURS 6730, and NURS 6740. Meets with NURS 6640.

NURS 6790 – Primary Health Care of Adults II
3 Credits (Minimum) 3 Credits (Maximum)
Exploration of the acute and chronic health needs of young through aged adults with special emphasis on the health needs of aging adults. Focuses on comprehensive assessment, intervention, and preventive care. Prer., NURS 6730, NURS 6740, and NURS 6280. Meets with NURS 6670.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6890 – Topics in Nursing
1 to 3 Credits (Minimum)
Designed to focus on the explorations of selected topics in advanced nursing practice.

NURS 6900 – Primary Care I
6 Credits (Minimum) 6 Credits (Maximum)
Explores acute and chronic health care of children and families. Focuses on comprehensive assessment, intervention, and preventive care. This course requires completion of 90 contact hours of practicum. Prer., Completion of core and Advanced Practice core courses.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6910 – Primary Care III
6 Credits (Minimum) 6 Credits (Maximum)
Provides a foundation for exploration of chronic health conditions of adults and families across the life span. Focuses on assessment, prevention, and management, incorporating concepts from pathophysiology, psycho/social, cultural, political, theory, evidence-based practice, and spiritual frameworks. This course requires 90 contact hours of practicum. Prer., Completion of core and Advanced Practice core courses.

NURS 6980 – Synthesis Practicum
4 Credits (Minimum) 8 Credits (Maximum)
Provides the opportunity to practice the skills and knowledge related to Advanced Practice in the provision of Primary Care. Practicum hours are arranged with a preceptor and select populations in a variety of clinical settings. 1 credit hour of practicum is equal to 45 contact hours. Prer., Core courses and NURS 6280, NURS 6730, NURS 6740. All immunizations, licensure, CPR must be submitted and current prior to course beginning date.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6990 – Advanced Forensic Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Provides a theoretical basis for forensic nursing practice, to include skills and experience in assessment, identifcation, management, and referral of patients and families exposed to violence and trauma. A population-based, client-centered approach and community-based services will be emphasized. Prer., NURS 4020 or NURS 6020. Graduate doctoral students in Nursing.

NURS 7000 – Research Thesis
1 Credits (Minimum) 5 Credits (Maximum)
Provides an opportunity for graduate students to participate in the research process under the direction of an advisory committee. Synthesis of knowledge and skill in selected areas of the research process necessary to organize and conduct a research study. Prer., NURS 6120; and the satisfactory completion of a minimum of 20 credit hours the MSN program.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7010 – Advanced Clinical and Holistic Health Care
3 Credits (Minimum) 3 Credits (Maximum)
Explores theoretical and philosophic foundations of reflective practice within caring perspectives. Provides principles of reflective practice, advanced skills, holistic therapies and care delivery models. Advanced decision making for assessing populations/ communities and clinical documentation/protocol/clinical directives will be discussed. Prer., Admission to DNP Program or permission of Graduate Director.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7020 – Clinical Research Application
3 Credits (Minimum) 3 Credits (Maximum)
Offers the opportunity to develop and/or revise nursing clinical protocols derived from scientifically rigorous empirical and qualitative evidence. Includes a program evaluation and a brief review of research process and research critique. Prer., NURS 6100, NURS 6110, and NURS 6120.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7030 – Advanced Health Care Policy, Ethics and Law
3 Credits (Minimum) 3 Credits (Maximum)
Provides analysis of principles of ethics, law and policy impacting health care delivery systems. Explores ethical and legal constructs influencing practitioners and systems. Investigate avenues for the advanced practice nurse to impact structure and function of legislative/regulatory organizations. Prer., Admission to Graduate DNP Program or permission of Graduate Director.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7040 – Health Care Administration
3 Credits (Minimum) 3 Credits (Maximum)
Defines the work of health care organizations. Relates critical aspects of productivity to result oriented management. Defines standards of performance including risk management, qualitative and quantitative measures. Elements of a comprehensive human resource management system and strategies for supportive services are addressed. Prer., NURS 6100, NURS 6110 and NURS 6120. Meets with HCAD 6190.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7050 – Health Care Ethics and Law
3 Credits (Minimum) 3 Credits (Maximum)
Provides an analysis of the principles of ethics and law as they impact the health care delivery system and role of the health care administrator. Students will analyze federal and state statues as adopted and interpreted through case law. Meets with HCAD 6390.

NURS 7060 – Health Care Administration II
3 Credits (Minimum) 3 Credits (Maximum)
An analysis of leadership, management and organizational theories. An exploration of multilevel communication used in health care organizations. Examines theoretical and pragmatic approaches to communication, leadership, management, and organizational issues from a nursing administrative perspective. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7070 – Population-based Health Care for Improving the Nation’s Health
3 Credits (Minimum) 3 Credits (Maximum)
Explores theoretical/philosophical foundations of reflective practice within population-based health care. Provides principles, practices and influences of epidemiology, health promotion, rural health, technology, biostatistics, culture, and socioeconomics of health care delivery. Analyzes environmental/occupational health concepts and sustainability of world health. Prer., Admission to Graduate DNP Program or permission of Graduate Director.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7080 – Clinical Nursing Scholarship for Evidence-based Practice
3 Credits (Minimum) 3 Credits (Maximum)
Examines a broad range of methods for disciplined inquiry to investigate nursing phenomena. Explores how reflective practice influences the selection of inquiry and methods. Emphasis is placed on the design, implementation and evaluation of outcomes research for systems of care. Prer., Admission to Graduate DNP Program or permission of Graduate Director.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7090 – Business Finance and Entrepreneurship for Advanced Practice Nursing
3 Credits (Minimum) 3 Credits (Maximum)
Explores theoretical foundations of business, finance and entrepreneurship of advanced practice. Provides overview of principles of business finance related to clinical care delivery. Financial planning and system management will be highlighted. Individual, societal and political influences on health care finances will be presented. Strategic and business plan related to finance, marketing, operational management and capital budgeting will be discussed. Prer., Admission to Graduate DNP program or permission of graduate director.

NURS 7100 – Organizational System Leadership and Quality Improvement
3 Credits (Minimum) 3 Credits (Maximum)
Explores theoretical foundations of reflective practice within organizational and leadership perspectives. Provides an overview of principles of organizational systems/culture, quality improvement/ risk management. Concepts within informatic/ technologic systems, consultation, inter-professional dimensions of healthcare/organizations within advanced practice will be analyzed. Prer., Admission to DNP Graduate Nursing Program or permission of Graduate Director.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7110 – Inferential Statistics for Health Care Professionals
3 Credits (Minimum) 3 Credits (Maximum)
An overview of inferential statistical techniques most commonly reported in nursing and health care research. Topics encompass descriptive, parametric,and non-parametric statistics, and are made relevant to health care professionals through the use of published research examples. Prer., graduate status. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7710 – Clinical Practicum in Nursing Education
3 Credits (Minimum) 3 Credits (Maximum)
Designed to assist prospective nursing educators to operationalize the elements of instruction in nursing clinical education. Students will work with a faculty preceptor in a clinical area relevant to their expertise and interest. Philosophical and experiential issues specific to clinical instruction are discussed in seminar format. Prer., NURS 6190, NURS 6200, and NURS 6210.

NURS 7720 – Classroom Practicum in Nursing Education
3 Credits (Minimum) 3 Credits (Maximum)
Assists prospective nursing educators to operationalize the elements of instruction in the classroom setting. Students will work with a faculty preceptor in an area relevant to their expertise and interests. Philosophical and experiential issues specific to classroom instruction are discussed in seminar format. Prer., NURS 6190, NURS 6200, and NURS 6210.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7770 – Role Synthesis in Family Nurse Practitioner Practice
2 Credits (Minimum)
Synthesis course that brings together the diverse roles of the family nurse practitioner. Collaboration, negotiation, and other intra-organizational strategies. Emphasis is placed on the development of an employment plan including budget development, legal, and key practice issues.

NURS 7790 – Woman’s Health Practicum
7 Credits (Minimum)
Designed to offer students the opportunity to implement skills and knowledge of woman’s health, assessment, intervention and preventative care under the direction of an assigned preceptor.

NURS 7800 – Neonatal Nurse Practitioner Clinical Preceptorship I
5 Credits (Minimum)
Provides concentrated clinical experiences that prepare the student for entry level functioning in the role of the neonatal nurse practitioner and assuming responsibility for the direct management and care of healthy and acutely ill newborns.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7810 – Neonatal Nurse Practitioner Clinical Preceptorship II
5 Credits (Minimum)
Provides concentrated clinical experiences that prepare the student for entry level functioning in the role of the neonatal nurse practitioner and assuming responsibility for the direct management and care of healthy and acutely ill newborns.

NURS 7820 – Clinical Specialist Practicum
2 Credits (Minimum) 6 Credits (Maximum)
Offers students the opportunity to enact the Clinical Nurse Specialist (CNS) role. The student uses coordination, collaboration, networking, and interdisciplinary skills in the provision of adult/family care. 1 credit is equal to 45 contact hours. Prer., NURS 6100, NURS 6110, NURS 6120, NURS 6150, NURS 6280, NURS 6730, NURS 6740. All immunizations, NP malpractice, CPR licenses must be submitted and current prior to course beginning date. Meets with NURS 7830.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7830 – Community Assessment Practicum
1 Credits (Minimum) 1 Credits (Maximum)
Application of a selected model of population based assessment to a specific community and/or rural aggregate population. Collaboration with health providers is expected to manage health related data and form the foundation for community based advanced practice. Prer., NURS 6100, NURS 6110, NURS 6120, NURS 6150. Meets with NURS 7820.

NURS 7840 – Primary Care Practicum
1 Credits (Minimum) 6 Credits (Maximum)
Provides the opportunity to practice the skills and knowledge related to Advanced Practice in the provision of Primary Care. Practicum hours are arranged with a preceptor and select populations in a variety of clinical settings. Prer., MSN core courses and NURS 6280, NURS 6730, NURS 6740. All immunizations, NP malpractice, CPR licenses must be submitted and current prior to course beginning date. Meets with NURS 7890.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7890 – Primary Care of Families Practicum
1 Credits (Minimum) 6 Credits (Maximum)
Provides the opportunity to practice the skills and knowledge related to Advanced Practice in the provision of Primary Care. Practicum hours are arranged with a preceptor and select populations in a variety of clinical settings. Prer., MSN core courses and NURS 6280, NURS 6730, NURS 6740. All immunizations, NP malpractice, CPR licenses must be submitted and current prior to course beginning date. Meets with NURS 7840.

NURS 7900 – Administrative Internship
1 Credits (Minimum) 3 Credits (Maximum)
Provides administrative experience with an assigned preceptor. Provides foundation for practicum. Prer., NURS 6100, NURS 6110, and NURS 6120. Meets with NURS 7910.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 7910 – Administrative Practicum
1 Credits (Minimum) 3 Credits (Maximum)
Provides an opportunity to apply principles and skills in advanced health care administration. Student will coordinate, collaborate, network and develop interdisciplinary skills in health care administration in collaboration with preceptor. Prer., NURS 6100, NURS 6110, NURS 6120, and NURS 7050. Meets with NURS 7900.

NURS 8000 – DNP Clinical Residency
1 Credits (Minimum) 1 Credits (Maximum)
Affords the DNP student the opportunity to develop a personal philosophy/theory of reflective practice, develop a role transition model for practice and develop a vision for future clinical practice. Provides guidance for the development of DNP practice. Prer., Admission to the DNP program.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 8010 – Doctorate of Nursing Practice (DNP) Capstone Proposal
3 Credits (Minimum) 3 Credits (Maximum)
Affords Doctorate of Nursing Practice (DNP) students opportunities to develop capstone projects demonstrating knowledge application from coursework and clinical practice. Specific project areas are identified and developed with guidance of select faculty and community or advanced practice nurses. Project proposals reveal interface between advanced practice nursing and research. Prer., NURS 7010, NURS 7030, NURS 7070, NURS 7090, NURS 7100, NURS 8000. Open to DNP students only.

NURS 8020 – Doctorate of Nursing Practice (DNP) Capstone Project
3 Credits (Minimum) 3 Credits (Maximum)
Affords Doctorate of Nursing Practice (DNP) students opportunities to implement capstone proposals in specific clinical settings. Provides guidance for implementation of research projects demonstrating integrated knowledge of advanced practice nursing and research. Clinical project areas are identified and developed with mentorship of faculty advanced practice nurses. Prer., NURS 7010, NURS 7030, NURS 7070, NURS 7090, NURS 7100, NURS 8000, NURS 8010. Open to DNP students only.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 9300 – Independent Study
1 Credits (Minimum) 3 Credits (Maximum)
Undergraduate independent study is arranged with a specific faculty member in an area of interest. Independent study can fulfill elective or core course requirements. Prer., Permission of instructor required. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 9400 – Independent Study
1 Credits (Minimum) 3 Credits (Maximum)
Undergraduate independent study is arranged with a specific faculty member in an area of interest. Independent study can fulfill elective or core course requirements. Prer., Permission of instructor required.

NURS 9500 – Independent Study
1 Credits (Minimum) 6 Credits (Maximum)
Graduate students investigate an area of interest in the field of health care with the guidance of a faulty member in nursing. Prer., Permission of supervising faculty member. NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 9600 – Independent Study
1 Credits (Minimum) 6 Credits (Maximum)
Graduate students investigate an area of interest in the field of health care with the guidance of a faulty member in nursing. Prer., Permission of supervising faculty member.

NURS 9990 – Candidate for Degree
0 Credits (Minimum) 0 Credits (Maximum)
Candidate for Degree

OPTM 3000 – Fundamentals of Operations Management
3 Credits (Minimum) 3 Credits (Maximum)
Intro to the design and analysis of production systems in manufacturing, service and public organizations. Topics include facility location and layout, job design and work standards, production and inventory planning and control, quality control, forecasting, simulation, waiting line analysis, linear programming, and productivity and competitiveness. Prer., ACCT 2020, QUAN 2020. Business students only.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

OPTM 3390 – Managing Projects for Competitive Advantage
3 Credits (Minimum) 3 Credits (Maximum)
Covers the fundamental project management topics necessary for implementation of and excellence in project management. Emphasis will be from a management perspective that addresses the basic nature of managing projects for business, information systems and the public. Students will deal with the problems of selecting projects, initiating them, operating them and controlling them. Also covered are the issues associated with terminating a project and with conducting a project that involves what project managers like to call the ‘real world’.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Professional Experience Plan (PPEP)

Success comes from knowing that you did your best to become the best that you are capable of becoming.
— John Wooden, My Personal Best: Life Lessons from an All-American Journey

As you considered in this week’s Discussion, your experiences in the practicum can provide a vital avenue for professional development.

For this Assignment, you develop a Practicum Professional Experience Plan (PPEP) to outline how your involvement in the practicum will contribute to your growth as a professional and allow you to hone your specialization knowledge and skills. The PPEP consists of two or three objectives related to professional development that you will address during your Practicum Experience. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

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Note: In the practicum manual these are referred to as your individualized learning objectives.

To prepare:
•As necessary, review the information related to developing objectives provided in this week’s Learning Resources.
•Revisit the objective(s) you crafted for this week’s Discussion, and reflect on the ideas exchanged in this forum. Refine the objective(s) as needed, making sure they reflect the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above) NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment. Note: You will be developing two to three professional development objectives for this assignment.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
•Think more deeply about areas for which you would like to gain application-level experience and/or continued professional growth. How can your experiences in the practicum help you achieve these aims?
•Discuss your professional aims and your proposed practicum professional development objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment
•Download and save the Practicum Professional Experience Plan Form provided in this week’s Learning Resources.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

To complete your Practicum Professional Experience Plan:
•Record the required information in each area of the Professional Practicum Experience Plan, including two or three objectives you will use to facilitate your professional development during the practicum.

Required Readings

Note: To access this week\’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Note: Retrieved from the Walden Library databases.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Note: Retrieved from the Walden Library databases.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
Note: Retrieved from the Walden Library databases.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses\’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.
Note: Retrieved from the Walden Library databases.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.
Note: Retrieved from the Walden Library databases. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Master of Science in Nursing

NURS 6600: Capstone Synthesis Practicum
Nursing Informatics and Leadership & Management

Practicum Professional Experience Plan

Course Description

Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note: This course requires a minimum of 144 practicum hours. *NURS 6600 Capstone Synthesis Practicum Assignment Papers.

*Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Complete each section below.

Section 1: Quarter/Term/Year and Contact Information

Quarter/Term/Year: Summer/

Student Contact Information

Name: Rixxxx

Street Address: 9868 Diversified Lane

City, State, Zip: Ellicott City, Maryland, 21042

Home Phone: XXX.XXX.XXXX

Work Phone: XXX.XXX.XXXX

Cell Phone: XXX.XXX.XXXX

Fax: XXX.XXX.XXXX

E-mail: xxx@xxx.edu

Preceptor Contact Information

Name: Ms. Jixxxx, RN, MSN

Organization: Anywhere Medical Center

Street Address: 9988 Anywhere Road

City, State, Zip: Anywhere, MD, 21044

Work Phone: XXX.XXX.XXXX

Cell Phone: XXX.XXX.XXXX

Fax: XXX.XXX.XXXX

E-mail: js@AM.o

Section 2: Practicum Professional Development Objectives

Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course.

Objective 1: Analyze three common barriers to effective communication, then compare and contrast two effective resolution strategies as defined in evidence-based literature. NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Objective 2: Contrast units that have success with retention and recruitment of novice nursing staff and those who have high turnover; identifying factors of influence and comparing to peer reviewed literature.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Objective 3: Develop and prioritize a one-month productivity expense report that will be used to budget upcoming expenditures and incorporate a balanced unit financial statement in accordance with previous budgets and evidence based literature.

Section 3: Projected Timeline/Schedule

Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you may use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course). NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I intend to complete the 144 practicum hours according to the following timeline/schedule:

Number of Hours Projected for Week Number of Weekly Hours for Professional Development Number of Weekly Hours for Practicum Project
Week 1 7 7 0
Week 2 7 7 0
Week 3 20 7 13
Week 4 21 7 14
Week 5 14 7 7
Week 6 14 7 7
Week 7 14 9 5
Week 8 14 9 5
Week 9 14 9 5
Week 10 14 9 5
Week 11 5 5 0
Total Hours (must meet the following requirements) 144
(144 Required)

83 61
NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Section 4 – Signatures

Student Signature (electronic): Date:

Practicum Faculty Signature (electronic)**: Date:

** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP)

Submit your Practicum Professional Experience Plan on or before Day 7 of Week 1 for Faculty review and approval.

Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6600 : Practicum Professional Experience Plan (PPEP) Essay Assignment

Within the School of Nursing, applications to the MSN, Postgraduate, and DNP Programs are reviewed and acted upon by the Graduate Student Affairs Committee (GSAC). Decisions by the GSAC are final and confidential. Applications for admission to the MSN, Postgraduate, and DNP Programs are evaluated on the basis of scholarship, writing ability, potential for success, professionalism and references. Qualified students are admitted into a specified specialty track within the MSN, Postgraduate Certificate, and DNP Programs on a space available basis. Only complete applications from qualified students will be reviewed and considered by the GSAC. Qualified applicants must meet the following minimum requirements to be considered for admission.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Current license to practice as a registered nurse (R.N.) in the United States and its territories.
Minimum GPA requirements as outlined below. Applicants with lower than the required GPAs) may be denied or considered on an individual basis for probationary or non-degree status on a space available basis. Students admitted on probationary status must earn a grade of B or better for the first six semester hours for coursework completed after admission to remain in the program. Students admitted on probationary/conditional status are not eligible for financial aid until the requirement for full unconditional admission is met.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
RN-MSN: minimum GPA of 3.00 or better for last 60 hours of BSN
MSN: minimum cumulative GPA of 3.00 or better for BSN
Post-Graduate Certificate: minimum cumulative GPA of 3.00 or better for Master’s in Nursing degree (MSN, MN)
DNP: minimum cumulative GPA of 3.00 or better for Master’s in Nursing or related field
Satisfactory background check is required prior to enrollment.
Three professional references.
Professional Goals statement of 150 words or less.
Additional requirements for specific programs as outlined below.
Transfer Credit, Graduate Nursing Programs (MSN, DNP, Post-graduate Certificates)
Approval of transfer credit is made on a course by course basis. Courses submitted for consideration must be of equivalent semester hours or sufficiently match expected learning outcomes required in the GU-SON program. Candidates may transfer up to a maximum of 3 graduate nursing courses for up to 12 semester hours (sh) of graduate course work completed within 5 years prior to admission (see exceptions below) at another nationally accredited program with a grade of “B” or above. Any deficits in s.h. of transfer credit must be completed to earn the required number of s.h. for completion of the designated program of study (POS). Students may add designated courses from the DNP and NE certificate POS to earn the required number of s.h. (see listing on Petition for Transfer Credit form).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Special conditions and exceptions to course completion time-limits:

Pharmacotherapeutics and Advanced Health Assessment courses must be completed within three (3) years prior to admission to be considered for transfer credit.
Course completion time limits do not apply to board certified APN demonstrating continuous current practice.
The Petition for Transfer Credit form and a detailed syllabus is submitted at the time of application to the program. Petitions for Transfer Credit are reviewed by The Graduate Student Affairs Committee (GSAC) for all students accepted into the graduate nursing program. Decisions regarding acceptance of transfer credit are finalized at the time of acceptance and communicated to students in the offer of admission notification letter.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

At the time of application for admission to a graduate nursing program, submit the following to songraduateprograms@graceland.edu for consideration of transfer credit:

Petition for Transfer Credit

Detailed syllabus (catalog listing is not sufficient for review) for each previously requested course that includes the following:

Course description
Expected learning outcomes/objectives
Content outline
Learning activities
Evaluation and assessment criteria
GSAC will review submitted materials upon candidate acceptance and document approval/denial on the petition form. The Graduate Programs Office (GPO) will notify, in writing, the student and the Registrar of courses approved for transfer credit. Decisions regarding acceptance of transfer credit are communicated to students in the offer of admission notification letter. The Program of Study and Completion Plan will be updated by the Registrar and the Program Consultant.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Doctor of Nursing Practice (DNP) Degree
The DNP degree is offered in direct response to the October 2004 endorsement of the American Association of Colleges of Nursing (AACN) position statement which recognizes the DNP as the preferred credential for all advanced nursing practice roles. The DNP program fulfills a strong local, regional, and national need for doctoral prepared advanced practice nurses and is designed to be in full compliance with professional standards for the practice doctorate as put forth by the American Association of Colleges of Nursing (AACN).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The DNP degree expands and enhances the focus of nursing practice, using as its foundation the basic baccalaureate nursing program and Master’s level preparation in nursing or a related field. The program’s goals are directed toward educating experienced nurses functioning in direct or indirect healthcare roles. The post-Master’s DNP degree consists of 31 semester hours (s.h.) of coursework delivered online within a 16 week trimester schedule and includes a minimum of 636 practice hours and field experiences.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The DNP degree program requires documented completion of a minimum of 1,000 post-BSN supervised practice hours. DNP practice hours include verified practice hours from the Master’s POS, field experiences in selected DNP courses, individualized advanced practice experiences completed in the student’s home community, and the completion of a faculty supervised and peer-reviewed Practice Improvement Project. Students admitted with documentation of fewer than 400 post-BSN supervised practice hours must enroll in NURS8950 Advanced Practice in Organizational Leadership to complete necessary practice hours to meet the 1,000 post-BSN practice hours requirement for the DNP degree.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The Post-graduate Nurse Educator certificate (12 s.h.) may be added to the DNP programs of study. This option is highly recommended for anyone teaching currently or interested in doing so in the future. All or part of the 12 s.h. may be completed during or after completion of the MSN or DNP degree. Addition of the NE certificate does not delay or extend degree completion and time to graduation. Contact programadvising@graceland.edu for questions or assistance.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Doctor of Nursing Practice (DNP) Admission Requirements
Master’s of nursing degree (MN, MSN) from an NLNAC or CCNE accredited program.
A minimum cumulative GPA of 3.00 or higher in the nursing master’s degree program.
Doctor of Nursing Practice (DNP)
Organizational Leadership Concentration
NURS8010 Introduction to Doctoral Study in Nursing 0 s.h.
NURS8100 Professionalism, Ethics and Issues 3 s.h. (includes field experiences; 12 practice hours)
NURS8120 Health Systems Policy and Regulation 3 s.h. (includes field experiences; 8 practice hours)
NURS8130 Biostatistics 3 s.h.
NURS8140 Epidemiology 3 s.h. (includes field experiences; 16 practice hours).
NURS8200 Evaluation of Research for Evidence Based Practice 3 s.h.
NURS8210 Project Management 3 s.h. (includes 100 supervised practice hours)
NURS8220 Healthcare Informatics 3 s.h. (includes field experiences)
NURS8260 Organizational Leadership & Collaboration 3 s.h.
NURS8950 Advanced Practice in Organizational Leadership 1-4 s.h. (80-100 practice hours/s.h.)
NURS9700 DNP Practice Improvement Project 1 s.h. (continuous enrollment for completion of DNP Project)
NURS9710 DNP Practice Improvement Project Proposal 3 s.h. (includes 200 supervised practice hours)
NURS9711 DNP Practice Improvement Project Implementation 1 s.h. (includes 100 supervised practice hours)
NURS9712 DNP Practice Improvement Project Analysis & Dissemination 3 s.h. (includes 200 supervised practice hours)

DNP Graduation Requirements
To qualify for graduation, each degree candidate must have:

Completed sufficient credit to meet the total required graduate semester hours within 4 years of enrollment. Students may petition one time for a 1 year extension.
31 total graduate semester hours with a minimum of 25 at Graceland.
Earned a final course grade of B or better in every course.
Satisfactorily completed the required DNP Practice Improvement Project.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Documentation of a minimum of 1000 post-BSN supervised practice hours.
Fulfilled all financial obligations to Graceland University.
Filed an application for graduation with the Office of the Registrar at least 6 months prior to the anticipated graduation date.
Master of Science in Nursing
The Master of Science in Nursing (MSN) program expands the focus of nursing, using as its foundation the basic baccalaureate nursing program. The program’s goals are directed toward educating the Family Nurse Practitioner (FNP) and Adult & Gerontology Acute Care Nurse Practitioner (AGACNP). The FNP concentration focuses on preparing nurses to perform in the expanded APN role as primary care providers for individuals, groups and communities across the life-span. The AGACNP concentration focuses on preparing nurses to perform in the expanded APN role caring for adult & gerontology populations in acute and chronic care settings. The student’s area of concentration incorporates a blend of theory and research with an emphasis on guided practice in relevant practice areas. Areas of concentration (FNP; AGACNP) are noted on the transcript.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The MSN curricula are primarily provided via the internet. Programs are designed to provide working RNs the opportunity to pursue graduate work through the completion of a combination of online cohort courses and faculty and preceptor-guided practicums in the student’s local community. All students are required to attend one focus session on Graceland’s Independence campus during the course of the program.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Postgraduate Certificate programs are available to nurses who already hold a Master of Science in Nursing degree (MSN; MN). Each specialty track presents a theoretical base specific to the selected area. The theoretical base is accompanied by clinical or practical experience which allows the student to apply the theory to specialized professional practice. All students are required to attend one focus session on Graceland’s Independence campus during the course of the program. Students admitted to a Postgraduate Certificate program are not matriculated for a graduate degree. A certificate is awarded upon completion.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

RN-MSN Admission Requirements
Qualified applicants will be granted provisional offers of admission to the MSN program pending successful completion of all undergraduate BSN courses with a cumulative GPA of 3.0 or better.
See undergraduate catalog for admission and program requirements for the undergraduate component of this program.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
MSN Admission Requirements
Baccalaureate degree in nursing (BSN) from an NLNAC or CCNE accredited program. For students with foreign transcripts, a CGFNS evaluation is required with GPA equivalency and TOEFL score.
Applicants with 1,000 hours or more of work experience within the past 12 months as a Registered Nurse will be given priority.
Master of Science in Nursing (MSN) Degree
Core Courses (23 s.h. required for all specialty tracks)
NURS5010 Introduction to MSN and Post-graduate Certificate Programs 0 s.h.
NURS5100 Pharmacotherapeutics 4 s.h.
NURS5121 Theory in Nursing 3 s.h.
NURS5143 Advanced Health Assessment and Diagnostic Reasoning 4 s.h.
NURS5170 Research Methods and Evidence Based Practice 4 s.h.
NURS5194 Advanced Practice Competencies Lab 1 s.h.
NURS5440 Advanced Pathophysiology 4 s.h.
NURS6930 Application of Research for Best Practices 3 s.h.

MSN Specialty Track: Family Nurse Practitioner (24 s.h.)
NURS5193 Advanced Practice Nursing in Primary Care 2 s.h.
NURS5200 Primary Care of Families: Pediatrics 3 s.h.
NURS6200 Primary Care of Families: Adults 3 s.h.
NURS6740 Family Nurse Practitioner Practicum: Pediatrics 4 s.h.
NURS6760 Family Nurse Practitioner Practicum: Adults 4 s.h.
NURS6800 Roles and Issues for Advanced Practice Nurses 4 s.h.
NURS6830 Family Nurse Practitioner Practicum: Family 4 s.h.

MSN Specialty Track: Adult & Gerontology Acute Care Nurse Practitioner (24 s.h.)
NURS5192 Advanced Practice Procedures in Acute Care 2 s.h.
NURS5270 Care of Adult-Gerontology Populations 3 s.h.
NURS5280 Acute Care of Adult-Gerontology Populations I 3 s.h.
NURS5290 Acute Care of Adult-Gerontology Populations II 3 s.h.
NURS5450 AGACNP Practicum: Chronic Care 3 s.h.
NURS5460 AGACNP Practicum: Acute Care 3 s.h.
NURS5470 AGACNP Practicum: Final 3 s.h.
NURS6800 Roles and Issues for Advanced Practical Nurse 4 s.h.

MSN Graduation Requirements
To qualify for graduation, each degree candidate must have:

Completed sufficient credit to meet the total required graduate semester hours within 6 years of enrollment. Students may petition one time for a 1 year extension.
Completed at Graceland University:
47 total graduate semester hours with a minimum of 37 at Graceland for Family Nurse Practitioner and Adult & Gerontology Acute Care Nurse Practitioner concentrations;
Earned a final course grade of B or better in every course.
Satisfactorily completed the required evidence-based practice synthesis project.
Fulfilled all financial obligations to Graceland University.
Filed an application for graduation with the Office of the Registrar at least 6 months prior to the anticipated graduation date.
Postgraduate Certificate Program
The Postgraduate Certificate program enlarges the focus of nursing, using as its foundation the Master of Science in Nursing (MSN) degree. Students admitted to the Postgraduate certificate program are not matriculated for a graduate degree. A certificate is received upon completion of the coursework and graduates are eligible to sit for national certification/credentialing exams. The Postgraduate certificate program is primarily provided via the internet. It is designed to allow practicing RNs to pursue further graduate work within their home community. Students complete the requirements for certification through a combination of online courses and preceptor guided practicums in the student’s community. All students are required to attend a focus session at the Independence campus.

Postgraduate Certificate Admission Requirements
Master’s of nursing degree (MN, MSN) from an NLNAC or CCNE accredited program. For students with foreign transcripts, a CGFNS evaluation is required with GPA equivalency and TOEFL score.
A minimum cumulative GPA of 3.0 or higher in the nursing master’s degree program.
Postgraduate Family Nurse Practitioner (FNP) Certificate Program
The FNP concentration prepares nurses to perform in the expanded role, caring for families in a variety of settings. The student’s area of study incorporates a blend of theory and research with an emphasis on guided practice in clinical areas. The curriculum builds on the core master’s courses with the addition of essential FNP courses. All didactic and clinical courses are planned following the guidelines of the National Organization of Nurse Practitioner Faculties (NONPF) to meet the requirements for national certification.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Postgraduate Family Nurse Practitioner (FNP) Certificate (33 s.h.)
NURS5010 Introduction to MSN and Post-graduate Certificate Programs 0 s.h.
NURS5100 Pharmacotherapeutics 4 s.h.
NURS5143 Advanced Health Assessment and Diagnostic Reasoning 4 s.h.
NURS5193 Advanced Practice Nursing in Primary Care 2 s.h.
NURS5194 Advanced Practice Competencies Lab 1 s.h.
NURS5200 Primary Care of Families: Pediatrics 3 s.h.
NURS5440 Advanced Pathophysiology 4 s.h.
NURS6200 Primary Care of Families: Adults 3 s.h.
NURS6740 Family Nurse Practitioner Practicum: Pediatrics 4 s.h.
NURS6760 Family Nurse Practitioner Practicum: Adult 4 s.h.
NURS6830 Family Nurse Practitioner Practicum: Family 4 s.h.

Gainful Employment Disclosure
The Gainful Employment Disclosure for this program can be found with Consumer Information located here.

Postgraduate Adult & Gerontology Acute Care Nurse Practitioner (AGACNP) Certificate Program
The AGACNP concentration focuses on preparing nurses to perform in the expanded APN role caring for adult & gerontology populations in acute and chronic care settings. The student’s area of study incorporates a blend of theory and research with an emphasis on guided practice in clinical areas. The curriculum builds on the core master’s courses with the addition of essential FNP courses. All didactic and clinical courses are planned following the guidelines of the National Organization of Nurse Practitioner Faculties (NONPF) to meet the requirements for national certification.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Postgraduate Adult & Gerontology Acute Care Nurse Practitioner (AGACNP) Certificate (33 s.h.)

NURS5010 Introduction to MSN and Post-graduate Certificate Programs 0 s.h.
NURS5100 Pharmacotherapeutics 4 s.h.
NURS5143 Advanced Health Assessment and Diagnostic Reasoning 4 s.h.
NURS5192 Advanced Practice Procedures in Acute Care 2 s.h.
NURS5194 Advanced Practice Competencies Lab 1 s.h.
NURS5270 Care of Adult-Gerontology Populations 3 s.h.
NURS5280 Acute Care of Adult-Gerontology Populations I 3 s.h.
NURS5290 Acute Care of Adult-Gerontology Populations II 3 s.h.
NURS5440 Advanced Pathophysiology 4 s.h.
NURS5450 AGACNP Practicum: Chronic Care 3 s.h.
NURS5460 AGACNP Practicum: Acute Care 3 s.h.
NURS5470 AGACNP Practicum: Final 3 s.h.

Gainful Employment Disclosure
The Gainful Employment Disclosure for this program can be found with Consumer Information located here.

Postgraduate Nurse Educator (NE) Certificate Program
The Postgraduate Nurse Educator certificate program is a graduate level program designed for persons who already possess a Master’s degree in Nursing and are interested in enhancing their knowledge base and skills to teach adults in a collegiate or health care setting. Students admitted to the Postgraduate NE program are not matriculated for a graduate degree. A certificate in Nursing Education is awarded upon completion. The Postgraduate Nurse Educator Certificate Program requires completion of 4 courses for a minimum of 12 hours. All four courses are online. A certificate is received upon completion of the coursework and students are eligible to sit for the National League of Nursing (NLN) Nurse Educator certification exam.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Postgraduate Nurse Educator (NE) Certificate (12 s.h.)
NURS5010 Introduction to MSN and Post-graduate Certificate Programs 0 s.h.
NURS5210 Roles Socialization for Nurse Educator 2 s.h.
NURS5650 Teaching Strategies 3 s.h.
NURS6600 Assessment of Learning in Nursing Education 3 s.h.
NURS6620 Curriculum Development 4 s.h.

Gainful Employment Disclosure
The Gainful Employment Disclosure for this program can be found with Consumer Information located here.

Postgraduate Certificate Completion Requirements
To qualify for a postgraduate certificate, each candidate must have:

Completed sufficient credit to meet the total required graduate semester hours within 6 years of enrollment for the Family Nurse Practitioner concentration or 4 years of enrollment for the Nurse Educator concentration. Students may petition one time for a 1 year extension.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Completed at Graceland University:
33 total graduate semester hours with a minimum of 13 at Graceland for Family Nurse Practitioner and Adult & Gerontology Acute Care Nurse Practitioner concentrations;
12 total graduate semester hours with a minimum of 8 at Graceland for the Nurse Educator concentration.
Earned a final course grade of B or better in every course.
Fulfilled all financial obligations to Graceland University.
Filed with the Office of the Registrar at least 6 months prior to the anticipated certificate completion date.

Visiting (Non-degree Seeking) Students
Non-degree seeking students, who hold current licenses to practice as Registered Nurses in the U.S.A. and its territories, may be enrolled as visiting students in the following graduate nursing courses on a space available basis. A maximum of two courses taken as a visiting (non-degree seeking) student may be applied toward the degree or certificate requirements.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5100 Pharmacotherapeutics
NURS5121 Theory in Nursing
NURS5143 Advanced Health Assessment and Diagnostic Reasoning
NURS5194 Advanced Practice Competencies Lab
NURS5440 Advanced Pathophysiology
NURS5650 Teaching Strategies
NURS6600 Assessment of Learning in Nursing Education
NURS6620 Curriculum Development
NURS8100 Professional Roles & Issues for DNP
NURS8120 Policy & Regulation
NURS8130 Biostatistics
NURS8140 Epidemiology & Population Health
NURS8200 Application of Research for EBP
NURS8210 Project Management
NURS8220 Healthcare Informatics
NURS8260 Collaboration & Organizational Leadership

Graduate Student Handbook
Academic policies are summarized in the Graduate Student Handbook (GSH) which can be viewed at http://pubdocs.graceland.edu/SchoolOfNursing/GradStuHandbook.pdf. This handbook is updated on a regular basis. Refer to the online version for the most current information. Students will be notified when major revisions are posted. Academic policies are available to enrolled students via links posted on the My Graceland School of Nursing Resources page.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Courses in Nursing (DNP)
NURS8010 Introduction to Doctoral Study in Nursing 0 s.h.
Focuses on preparing the SON doctoral student to be successful in an online graduate program of study. Includes mandatory completion of selected tutorials, review of academic policies, pre-clinical HIPAA and Standard Precaution requirements, and participation in pre-scheduled Live Chat sessions. Information related to university resources and services available to support successful progression and completion of the selected program of study is provided. Successful completion within the first term of enrollment is required for progression in the selected program of study. (Graded on a Pass/Fail basis.)

NURS8100 Professionalism, Ethics and Issues 3 s.h.
This course provides a foundation for the development of the Doctor of Nursing Practice role. The content provides a broader interdisciplinary view of historical, theoretical, and political avenues of the Doctorate in Nursing Practice. It also includes health care policy advocates and macrosystems, ethics, and professional development for DNPs today, tomorrow, and into the next generation. In addition, it helps the DNP student with framing their doctoral identity and practice. Includes 12 clock hours of field experiences counted toward the post-BSN supervised practice hour requirement for the DNP degree.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8120 Health Systems Policy and Regulation 3 s.h.
Focuses on the fundamental principles of health policy and the impact of the political process for health care in the United States and around the globe. The course will prepare students to accept multifaceted leadership positions and expand the role of specialty practice nurses in the development, delivery, and monitoring of health care. This course addresses the distinctive intricacies of health care policies that influence care in the U.S. and globally. It is designed to assist the student in developing the skills necessary to critically analyze health care policies and to recognize how they can be influenced by investors or special interest groups. These policies are examined from a governmental and organizational viewpoint. Includes 8 clock hours of field experiences counted toward the post-BSN supervised practice hour requirement for the DNP degree.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8130 Biostatistics 3 s.h.
Focuses on the application of statistical methods and analysis of data used in research for evidence-based practice and clinical decision making.

NURS8140 Epidemiology 3 s.h.
Focuses on epidemiologic concepts and methods for disease prevention, surveillance, detection, and intervention to promote the health of populations. Morbidity and mortality data and steps in the epidemiologic investigation process and epidemiologic research methods are emphasized. Students will learn specific epidemiologic skills such as use of existing datasets, analysis of published epidemiologic studies, and data interpretation. The epidemiology of infectious diseases, environmental health hazards, new and emerging diseases, chronic disease, managerial epidemiology and disaster preparedness is included. Includes 16 hours of field experiences that emphasize epidemiological leadership.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8200 Evaluation of Research for Evidence Based Practice 3 s.h.
Focuses on the application of research methods conducted to generate evidence-based knowledge to improve nursing practice and patient outcomes. Emphasis will be on students’ identification of practice problem using steps in evidence-based practice process. Students will develop skills and competencies in database searching, critical appraisal, interpretation of research findings, data analysis, synthesis, and decision making for application of evidence in clinical practice. The process of critiquing quantitative, qualitative, outcome, and intervention research methods is included. Ethics in healthcare research will be discussed. Finally, students will learn and be prepared to communicate clinical practice scholarship and research findings. Prerequisite: NURS8130.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8210 Project Management 3 s.h.
Focuses on the steps and processes for comprehensive and systematic management of an evidence-based scholarly practice project designed to remediate an identified practice phenomenon. The framework will address analysis of a practice setting, identification and description of the phenomenon of interest, the PICO question, systematic review of the literature, and an outline for the project proposal. Emphasis will be placed on the resources and skills needed for successful management of a scholarly practice project. Includes 100 supervised practice hours directly related to project management in an advanced practice setting. Prerequisite: NURS8200, Corequisite: NURS8950, NURS8260.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8220 Healthcare Informatics 3 s.h.
Focuses on information systems technology, its applications within healthcare settings, and the value of technology for managing healthcare data. Some covered content includes information technologies and applications used in healthcare for various purposes including clinical decision support, transferring expert knowledge, and for collecting and managing healthcare data. Current and emerging technologies are introduced, as well as other topics such as policy, ethical and legal issues relevant to health information technology (health IT). The value and impact of health IT implementation is covered, and students learn about technology and outcomes evaluation. They are also introduced to the role of various stakeholders in health IT planning, design, implementation, management and use. Students will acquire the skills necessary to accurately use information systems and technology and to lead the advancement of informatics practice and research.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS8260 Organizational Leadership and Collaboration 3 s.h.
Focuses on leadership theories and principles and innovative leadership strategies for the DNP Concepts covered include transformational leadership, measurement of outcomes, data driven decision-making, organizational culture and climate, communication skills, professional accountability, change theory, and the business realities of healthcare leadership. Students will develop and or refine leadership skills as they progress through the course in order to enhance the quality of nursing and healthcare delivery systems.

NURS8950 Advanced Practice in Organizational Leadership 1-4 s.h.
Includes up to 400 advanced practice hours for students enrolled in the DNP program with less than 364 verified post-BSN supervised practice hours. The number and nature of the practice hours will vary from student to student and is mutually agreed upon between the student, faculty advisor and cooperating agencies. Practice hours are documented by the student and approved by the faculty advisor at regular intervals. Practice hour logs are approved by the faculty advisor and filed in the online course site. This course is not a requirement for the degree. One semester hour is equivalent to 80-100 clock hours of practice experience. Course may be repeated as needed. Graded on a Pass/Fail basis.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS9700 DNP Practice Improvement Project Continuous Enrollment 1 s.h.
Provides continuous enrollment to complete course requirements for incomplete grades assigned to NURS9710, NURS9711, NURS9712 and NURS9720. Graded on a Pass/Fail basis.

NURS9710 DNP Practice Improvement Project Proposal 3 s.h.
Focuses on facilitating student progress through the proposal development & formal approval processes of an evidence-based quality improvement project designed to remediate an identified practice phenomenon. Project development and design requires demonstration of integration, synthesis and application of advanced practice competencies.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Course requirements include 200 supervised practice hours and a formal written project proposal approved by the faculty advisor, practice mentor, practice site and institutional IRB(s). Both direct hours (time spent working on the project in the practice setting) and indirect hours (time spent working on the project outside of the practice setting) are included in this total. The nature of the practice hours will vary depending on the nature of the scholarly project and practice experience and is mutually agreed upon between the student, faculty advisor and cooperating agencies. Practice hours related to project completion are documented by the student and approved by the faculty advisor at regular intervals. Practice hour logs and project deliverables are approved by the faculty advisor and filed in the online course site. Graded on a Pass/Fail basis. Pre-requisites: Documented completion of a minimum of 500 post-BSN supervised practice hours, NURS8210.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS9711 DNP Practice Improvement Project Implementation 1 s.h.
Focuses on facilitating student progress through the implementation of an evidence-based quality improvement project designed to remediate an identified practice phenomenon. Project completion requires demonstration of integration, synthesis and application of advanced practice competencies. Course requirements include 100 supervised practice hours and a formal written project report, oral presentation to agency, and dissemination for peer-review. Both direct hours (time spent working on the project in the practice setting) and indirect hours (time spent working on the project outside of the practice setting) are included in this total. NURS 6600 Capstone Synthesis Practicum Assignment Papers. The nature of the practice hours will vary depending on the nature of the scholarly project and practice experience and is mutually agreed upon between the student, faculty advisor and cooperating agencies. Practice hours related to project completion are documented by the student and approved by the faculty advisor at regular intervals. Practice hour logs and project deliverables are approved by the faculty advisor and filed in the online course site. Pre-requisites: NURS9710.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS9712 DNP Practice Improvement Project Analysis & Dissemination 3 s.h.
Focuses on the analysis, evaluation and dissemination of an evidence-based quality improvement project designed to remediate an identified practice phenomenon. Project completion requires demonstration of integration, synthesis and application of advanced practice competencies. Course requirements include 200 supervised practice hours and a formal written project report, oral presentation to agency, and dissemination for peer-review. Both direct hours (time spent working on the project in the practice. The nature of the practice hours will vary depending on the nature of the scholarly project and practice experience and is mutually agreed upon between the student, faculty advisor and cooperating agencies. Practice hours related to project completion are documented by the student and approved by the faculty advisor at regular intervals. Practice hour logs and project deliverables are approved by the faculty advisor and filed in the online course site. Pre-requisites: NURS9711.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Courses in Nursing (MSN)
NURS5010 Introduction to MSN and Post-graduate Certificate Programs 0 s.h.
Focuses on preparing the MSN and post-graduate certificate student to be successful in an online graduate program of study. Includes mandatory completion of selected tutorials, review of academic policies, pre-clinical HIPAA and Standard Precaution requirements, and participation in pre-scheduled Live Chat sessions. Information related to university resources and services available to support successful progression and completion of the selected program of study is provided. Successful completion within the first term of enrollment is required for progression in the selected program of study. (Graded on a Pass/Fail basis.)

NURS5100 Pharmacotherapeutics 4 s.h.
Provides the graduate advanced practice nursing student foundational knowledge and application of pharmacotherapeutics to meet the health care needs of clients, from childhood through the older years. Content focuses on the principles of pharmacokinetics and pharmacodynamics, and provides an overview of selected therapeutic drug classes and complementary/alternative treatments, which allows students to evaluate client situations and determine therapy within the context of the overall treatment plan. Prerequisite: NURS5440.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5121 Theory of Nursing 3 s.h.
Focuses on the theoretical concepts that are essential to advanced nursing roles and the interactions between theory, research and practice. Grand, mid-range and practice level theories are examined and compared. The influence of theories from other disciplines on the development of nursing theory is appraised. Students will analyze, compare, and evaluate selected nursing theories for their use in nursing education or clinical practice. Concept analysis, synthesis, and theory application are also important components of this course. Prerequisite: NURS5170.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5143 Advanced Health Assessment and Diagnostic Reasoning 4 s.h.
Builds on health assessment skills developed during the professional nurses basic educational program. The course teaches students how to obtain a comprehensive assessment and use this information to develop and/or evaluate evidence based treatment plans for diverse patients with common acute and chronic health problems. Emphasis is placed on the process of clinical/diagnostic reasoning to enable the student to identify problems and make accurate diagnoses. The use of technology and electronic medical records are important components of this course.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5170 Research Methods and Evidence-based Practice 4 s.h.
This course focuses on methods in generating and evaluating research for nursing practice. Principles and applications of quantitative and qualitative research designs will be explored. Ethical and legal issues in conducting research will be examined. Students will be prepared to assess needs for practice change, critically appraise existing evidence, and develop a plan for implementation and evaluation of the evidence-based practice interventions.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5192 Advanced Practice Procedures in Acute Care 2 s.h.
Focuses on skill development in diagnostic and treatment modalities utilized in acute & critical care settings. Content includes fluid replacement, hemodynamic monitoring, defibrillation, ventilation. Analysis of relevant laboratory data and interpretation of radiographs and ECGs. Laboratory practice will include procedures such as suturing, intubation, line insertion. Pre-requisites: NURS5440, NURS5100.

NURS5193 Advanced Practice Nursing in Primary Care 2 s.h.
Provides a foundational knowledge of the multifaceted role of the Advanced Practice Nurse in the primary care setting; addressing selected advanced practice procedures diagnostic test interpretation and analysis of the APN as a member of the multidisciplinary healthcare team.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5194 Advanced Practice Competencies Lab 1 s.h.
Focuses on assessment of selected advanced practice competencies during a mandatory face-face focus session on the Independence Campus. Prerequisite: NURS5192 (AGACNP), NURS5143 (Prerequisite must be taken no more than 2 terms in advance of lab course.), Corequisite: NURS5193 (FNP).

NURS5200 Primary Care of Families : Pediatrics 3 s.h.
Examines the common, acute, and chronic health problems occurring in infancy through adolescence using a body-system scheme and a physical, emotional, psychosocial, spiritual, intellectual, and cultural approach. Advanced pathophysiology, assessment and diagnostic strategies specific to acute and common problems in children will be emphasized. Nursing strategies to enhance, maintain and restore health will be emphasized. Prerequisites: NURS5100, NURS5143.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5210 Role Socialization for Nurse Educators 2 s.h.
Focuses on socialization into the role of nurse educator. Emphasis is placed on the qualifications and competencies for the role. Students will use critical thinking skills to examine barriers and opportunities for nurses in the educator role and to propose a plan for transitioning into their new role. Interdisciplinary collaboration and relationship building are integral parts of this course.

NURS5270 Care of Adult-Gerontology Populations 3 s.h.
Focuses on comprehensive care of adult-gerontology (AG) populations. Discusses disease prevention and health promotion across the adult and gerontological population. Examines common acute and chronic health problems using a body system scheme and a physical, emotional, psychosocial, spiritual, intellectual and cultural approach. Advanced pathophysiology, assessment and diagnostic strategies, and evidence based-practice specific to common acute and chronic conditions are emphasized. Prerequisites: NURS5100, NURS5143, , NURS5194.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5280 Acute Care of Adult-Gerontology Populations I 3 s.h.
Focuses on the diagnosis and treatment of acute/critical health alterations. Emphasis is on the most common and highest acuity of cardiovascular, respiratory, endocrine and orthopedic/mobility disorders. Nursing strategies to restore, maintain and enhance health are emphasized. Prerequisites: NURS5270.

NURS5290 Acute Care of Adult-Gerontology Populations II 3 s.h.
Focuses on the diagnosis and treatment of acute/critical health alterations. Emphasis is on the most common and highest acuity of neurologic, hematology/oncology, GI/GU and rheumatic disorders. Nursing strategies to restore, maintain and enhance health are emphasized. Prerequisites: NURS5280.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5440 Advanced Pathophysiology 4 s.h.
Provides the graduate nursing student with a well-grounded understanding of the pathophysiologic mechanisms of disease to serve as a foundation for clinical assessment, decision making, and management. Content focuses on etiology, pathogenesis, and clinical presentation of selected altered health states across the lifespan.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5450 AGACNP Practicum: Chronic Care 3 s.h.
Focuses on the development and application of knowledge and skill in the advanced practice role under the direct supervision of an approved preceptor in a practice setting. Management of chronic health problems of AG populations is emphasized. Develops skills for collaboration with multidisciplinary teams and effective utilization of community resources. Prerequisite: NURS5280, Corequisite: NURS5290.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5460 AGACNP Practicum: Acute Care 3 s.h.
Focuses on the development and application of knowledge and skill in the advanced practice role under the direct supervision of an approved preceptor in a practice setting. Management of acute health problems of AG populations is emphasized. Develops skills for collaboration with multidisciplinary teams and effective utilization of community resources. Prerequisite: NURS5450.

NURS5470 AGACNP Practicum: Final 3 s.h.
Focuses on integration, application and development in the advanced practice role under the direct supervision of an approved preceptor in a practice setting. Comprehensive management of acute and chronic health problems is emphasized. Develops skills for collaboration with multidisciplinary teams and effective utilization of community resources. Prerequisites: NURS5460.

NURS5650 Teaching Strategies 3 s.h.
Focuses on how human learning occurs, factors that influence learning, and use of teaching strategies based on learning theories. Emphasis is based on the application of theoretical principles, instructional methods, and research findings that support improved student learning.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5661 Roles and Issues for Nurse Educators 3 s.h.
Focuses on socialization of the nurse into the role of educator and on the academic, legal, ethical, economic and organizational issues that influence the NE role. Emphasis is placed on preparing students for NE core competencies as delineated by the NLN Scope of Practice for Academic Nurse Educators. Interdisciplinary collaboration and transformation of nursing education are integral components of this course.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS5900 Topics in Graduate Nursing 1-3 s.h.
Graduate level study of selected topics approved by the Graduate Council. Topics are announced prior to each semester they are offered. May be repeated for credit when the topics vary.

NURS6000 Individual Study 1-3 s.h.

NURS6200 Primary Care of Families: Adults 3 s.h.
Examines the common, acute, and chronic health problems occurring in adults using a body — system scheme and a physical, emotional, psychosocial, spiritual, intellectual, and cultural approach. Advanced pathophysiology, assessment and diagnostic strategies specific to the acute and common problems in adults will be stressed. Nursing strategies used to enhance, maintain, and restore health will be emphasized. Prerequisites: NURS5100, NURS5143.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6600 Assessment of Learning in Nursing Education 3 s.h.
Focuses on academic assessment, measurement, testing, and evaluation in nursing education and preparation of nurse educators for carrying out these activities as part of their role. Learning principles, qualities of effective measurement instruments, construction and use of teacher-made tests, use of standardized tests, test interpretation, and assessment of higher level cognitive skills and learning will be examined. The differences between instructional assessment, curriculum-based measurement, criterion-referenced and norm-referenced testing, clinical performance evaluation, and the social, ethical and legal ramifications of testing are integral components of this course.

NURS6620 Curriculum Development 4 s.h.
Focuses on the principles of curriculum development, implementation and evaluation. Emphasis is placed on curriculum organizing frameworks, goals and outcomes, planning, design, and implementation strategies, evaluation, and revision. Students will construct a mini-curriculum and evaluate curriculum systematic evaluation plans as part of the requirements for this course.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6720 Nurse Educator Teaching Practicum 2 s.h.
Focuses on engagement in practicum activities designed to promote socialization to the role of nurse educator, application of educational theory and evidence-based teaching and assessment practices, facilitation of the cognitive, psychomotor, and affective development of learners in a selected practicum setting; and reflection/evaluation of the teaching, scholarship, and service demands of the nurse educator role.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6740 Family Nurse Practitioner Practicum: Pediatrics 4 s.h.
Focuses on a holistic approach to health care from infancy through adolescence incorporating the principles of well child care, health promotion, and disease prevention including the concepts of growth and development, and screening procedures. Emphasizes advanced pathophysiology, assessment and diagnostic strategies specific to acute and common problems in children. Stresses clinical interventions to enhance, maintain, and restore health in context of family and community environments. Develops skills for collaboration with multidisciplinary teams and effective utilization of community resources. This course requires 180 clinical hours and a minimum of 180 pediatric patients. Documentation and the care is to be entered into the nurse practitioner tracking system. In addition, all clinical hours must be completed within the United States and its territories. All hours must be with pediatric patients ages birth-18 and include well visits, acute, and chronic care. No specialty hours will be allowed in this practicum. Prerequisite: NURS5200, NURS5194, NURS6800.

NURS6760 Family Nurse Practitioner Practicum: Adult 4 s.h.
Focuses on a holistic approach to health care of the adult throughout the lifespan; incorporating the principles of health promotion, disease prevention and primary and rehabilitative health care concepts which are applied to the management of adults in the context of their family and community environment. Emphasizes advanced pathophysiology, assessment and diagnostic strategies specific to acute, common and complex health problems in adults. Stresses clinical interventions to enhance, maintain, and restore health. Develops skills for collaboration with multidisciplinary teams and effective utilization of community resources. This course consists of 180 clinical hours and managing care for a minimum of 180 patients. Documentation of the care is to be entered into the nurse practitioner tracking system. In addition, all clinical hours must be completed within the United States and its territories. All hours must be spent with patients ages 18-100 and include well visits, acute, and chronic care. No specialty hours will be allowed in this practicum. Prerequisite: NURS6200, NURS6800.

NURS6800 Roles and Issues for Advanced Practice Nurses 4 s.h.
Focuses on the exploration, development and implementation of advanced roles for nurses. Emphasis will be placed on the standards of practice, requirements for, regulation of, and socialization into advanced nursing roles. Students will use critical thinking skills to examine barriers and opportunities for nurses in advanced roles and propose a plan for transitioning into their new role. Additionally, the course focuses on the organization of health care delivery systems, health care finance, health care policy, ethical and legislative issues affecting health care planning and delivery. Sociopolitical issues will be examined as they impact the formation of policies and the nursing profession as a whole.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6810 Nurse Educator Clinical Specialty Practicum 2 s.h.
Focuses on the synthesis of previously gained knowledge to promote nurse educator development of expertise in a clinical specialty area (medical-surgical nursing, maternal-child nursing, mental health nursing, pediatric nursing, or gerontological nursing). Students will use theory and research findings to draw inferences about care of patients within their identified clinical focus area. The course includes 120 practice hours and is designed to facilitate teaching in the academic setting.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6830 Family Nurse Practitioner Practicum: Family 3-4 s.h.
This practicum is the capstone course of the family nurse practitioner program requiring independent clinical management of acute and chronic illnesses across the life span highlighting multicultural care. Synthesis of practice management skills pertaining to economics, reimbursement for services and time management will be emphasized. This course consists of 240 practice hours. You will also be required to provide care for a minimum of 180 patients with all patient information being logged into the nurse practitioner tracking system. All clinical hours must be completed in the United States and its territories. During this final practicum, 120 hours of the 240 may be spent in a specialty area of your choice. Prerequisites: All pediatric and adult practicum courses.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS6930 EBP Synthesis Project 3 s.h.
Prepares the advanced practice graduate to improve nursing practice and patient health outcomes through the systematic selection, analysis, synthesis and application of current best evidence. Identification of clinically significant issues, use of evidence-based practice (EBP), collaboration, peer-review, and dissemination are emphasized. Prerequisites: NURS5121.

I chose to pursue nursing education. Teaching is a rewarding profession. Nursing Education will allow me to grow and develop valuable skills that I can utilize in my teaching profession. I want to grow as a nurse educator and learn various roles as a nurse educator. Nurse educator requires me to challenge myself and be a lifelong learner. Eventually, I want to have leadership role. I want to gain knowledge and skills to be an effective educator. Meeting the needs of my students and my Institution is very important to me.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Personal and Professional Goals
I am interested in graduate school to further my career and to enhance my knowledge and skills to contribute and make a difference in health care, patient outcomes, quality of care and education. I want to explore ways to become scholar practitioner to effect positive social change. I plan to apply my new knowledge and skills immediately. I would like to get my post master certificate in leadership and management. It is important for me to set an example for my children and to provide them with an opportunity to go to college when they get older. One message that I would like to share with my children is that with some goals, dreams, determination and hard work anything is possible.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I would like to pursue education because I have passion for teaching. I have always loved teaching others but never done it in front of the classroom until recently. When school started I also started a part-time job teaching at Intercoast Career Institute where I am a faculty member who teaches licensed practical nurses. I find teaching a rewarding and valuable experience. I enjoy seeing the success of my students and like paving their way towards the future advances of nurses. I have a unique style that I feel I can be effective teacher as well as a leader. I am compassionate about my patient’s wellbeing so I will make an impression on my student to be

Professional Development Plan

the best nurse they can possible be.

With the projected nursing shortage and the baby boomers reaching retirement age there will be a need for more nurses. I am aware that universities and other nursing programs had to turn away nursing students because not enough faculty to teach. I hope to make an impact on teaching and will continue to expand my education and knowledge to make a difference. My goal is to educate others to make a difference in our healthcare system. I am very excited to utilize my teaching opportunity to improve, promote safety and quality in patient care. Having a Master of Science in Nursing degree with specializing in education will strengthen my career opportunities and allow me to grow as a nurse as well as educator.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Academic Excellence

I graduated from University of Southern Maine and received a Bachelor Science in Nursing degree December 2002. My time at college was extended because I was a single mom with a child who has chronic health needs. My son Steven 12, has severe steroid dependent Asthma, Reflux corrected by Nissan fundoplication at age 2, severe eczema, multiple food and environmental allergies and suppressed immune system. Steven was hospitalized multiple times while I was in nursing school. Due to my son’s health needs my GPA during some semesters was less than I would have liked. My overall GPA was 3.2.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

While I was at school I had support from my professors and my peers. The nursing students and faculty fundraised money so I could take my son to Mt Sinai Hospital in New York City. One of my professors gave me her time share to stay in Time Square. It was a wonderful experience. The opportunity allowed us to put aside his illness for a while and enjoy the sites in New York City. Through this experience I was able to witness firsthand what it means to be a nurse. It

Professional Development Plan

takes a lot of caring and compassion and pure dedication. My son’s life has always been surrounded by sickness and uncertainty. Through his illness I gained a greater appreciation for nursing. I vowed to myself that I would challenge myself to be the best nurse and work towards making a difference in my nursing profession.

Steven continues to have chronic health needs but his health is better managed since going to Denver Colorado to National Jewish Medical and Research Hospital. I was able to better understand his complex diagnosis and follow through with his treatment plan. His hospitalizations have decreased and his symptoms have lessened. I am now married with three boys and I have a supportive husband. My family means a lot to me. My son has to go through

more than someone his age should ever have to experience. Through this experience, I have grown personally and professionally.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Personal Qualities

When I am nursing and caring for the sick I have empathy for my patient and I can genuine say that I understand. I honestly can say that I understand what it means to be a patient. Being on both sides has helped me to understand the needs of patients and have a greater appreciation for nurse and patient relationship. Through my experience I was able to grow as a nurse and develop a deeper love and respect for nursing.

Obtaining my Master Science in nursing with specialization in Nursing Education will allow me to change health care system as we know it. It is nurse role to challenge the existing policies and help make new ones to address issues at hand (Mason, Leavitt & Chaffee, 2008). I feel this is important for nurses to emerge as leaders. I believe in Holistic Health Healing. I want to bring about my belief and values through treating the whole individual and not just the

Professional Development Plan

diagnosis. It is important to recognize equality and diversity through my nursing practice and teach my students to ensure safety and quality in patient care. There is increasing amounts of medical errors so nurses need to use evidence based practice to ensure patient safety (Mason, Leavitt & Chaffee, 2008).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Research Experience

I have some research experience while I was attending University of Southern Maine through research papers. My current job deals research information. I am a health coach were I provide my members with evidence based research information. I am committed to assuring privacy and confidentiality. Every call before I am able to give out any information I have to have my members verifies their address and DOB. This is often challenging because of trust issues with my members and they feel that I should already have this information.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

My member’s wellbeing is my highest priority. I help my members to better understand their medical issues and become more engaged in managing their healthcare with their physicians. When my members are trying to make a health care decision, I provide them with the most informed information through research to help them to make a decision that is right for them. The goal of all my calls is to meet my members where they are through focusing on their needs and provide them with quality care.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I challenge myself every day and go above and beyond what is expected of me. I volunteer on two committees. The first one is United Way committee that is a non-profit organization that helps support local communities. I help with fundraising money. I have created various posters to help with the United Way Campaign to encourage our Health Coaches to donate their money to support local communities and programs in need. I have also

Professional Development Plan

volunteered at one of our local food pantry for breakfast. This was a humbling experience. I have the privilege of being accepted on the Health Coach Education Training Committee. To qualify for the committee my productivity and quality had to exceed standards and was chosen by my community leader. On this committee I help with doing research and coming up with research topics that would help my colleagues when coaching their members. I also had the opportunity to help do research and present a power point presentation on benign prostatic hyperplasia and colon cancer. I also have personally done research on neck and back pain. I have done research on a smaller scale where I have created two posters, one on neck and back pain and the other on asthma and allergies. These posters were designed to give coaches important research information on a specific topic that will help enhance their coaching.

Why Walden

Pursuing my Masters of Science of Nursing with specialization in nursing education is right for me. I am a dedicated hard worker. I have the eagerness and willingness to learn. I am

looking forward to grow as a scholar practitioner that effects social change. According to Walden Mission and Values, At Walden I will develop skills that will help me grow as a student and a nurse through ongoing research and knowledge with an innovative online learning environment that support real world experiences and diversity.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The practicum setting that I feel would match my personal, professional and course learning goals is at my current job Health Dialog and Intercoast Career Institute. Health Dialog was created to improve the state of healthcare system. I want to recognize a specific population and look at ways to improve quality care and engage members to better understand their medical issues. I would like to focus on the unwarranted variations in healthcare and how it impacts our

Professional Development Plan

members while utilizing research to improve quality of care and reduce health care cost.

At Intercoast I teach licensed practical nurses. I want to help guide my students to achieve academic excellence. Nurse excellence is a quality all nurses should pursue to provide service and meet the growing demands of the profession (Thoun, 2009).
My time at Walden will help me grow as a nurse educator. Walden University will provide me with an opportunity to balance home, work and graduate studies. Nurses need to pursue achieve academic excellence through scholarship and service (Cary & George, 2011).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Applying Walden’s Values and Mission

The strengths that I can bring to my academic experience here at Walden are my hard working skills, my determination to make a difference in others’ lives and my passion for nursing. I feel I am good at utilizing the computer and accessing research information and applying it to my nursing role. I have a lot of compassion for my members and patients that I want to continue to provide the best healthcare by improving quality and safety of patient care and to help reduce healthcare cost. I am goal oriented and a hard worker. I enjoy going above and beyond what is expected of me. I feel that my strengths are in line with Walden statement of social change. All of the strengths listed will help me to be disciplined and to work hard with my graduate studies and to apply my new knowledge in my healthcare field immediately. According to Walden Mission, Walden creates an environment that working professional can study in a diverse environment that help student to become scholar practitioner that effect social change in their community and career.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Walden Mission

Walden University Mission statement and values help to guide me to pursue Master Science of

Professional Development Plan

Nursing with specializing in nursing education. Walden University will provide me with an opportunity to balance home life and graduate studies. Walden University will give me the flexibility that I need while creating a structured environment where I can grow and develop new skills. The online program offers access to quality higher education a way traditional classroom does not. This program is affordable and it will work around my busy schedule. I will never be alone in the Walden classroom. I will have support from accomplished faculty and get support from my peers while developing a social network of relationships that can last for life. I like knowing that Walden University was designed to meet the needs of working professionals. According to Walden Mission, Walden University brings diversity and creates a learning environment that effects social change.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Professional Development Plan

References

Cary, A. H., & George, G. (2011). The doctor of nursing practice (DNP). Oregon State Board of Nursing Sentinel, 30(1), 10-11.

Mason, D.J., Leavitt, J.K., & Chaffee, M.W. (Eds.), (2008). Policy & Politics in Nursing and Health Care (5th ed.) (Chapter 16, page 449-454). St. Louis, MO: Saunders/Elsevier.

Thoun, D. (2009). Toward an appreciation of nursing scholarship: recognizing our traditions, contributions, and presence. Journal Of Nursing Education, 48(10), 552-556.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Walden Vision and Mission Statements. Retrieved September 13, 2009, from http://catalog.waldenu.edu/content.php?catoid=1&navoid=243 In-text citation (Walden Vision and Mission Statement).

Curriculum Vitae/Résumé

Curriculum Vitae

Laurie Fougere
150 Holmes Road

Scarborough, Maine 04074
laurie.fougere@yahoo.com

Home 207-510-1756

Strengths and Accomplishment

Responsible registered nurse with excellent communication skills and computer skills demonstrated by 9 years of experience in health care. I go beyond what expected of me. Team player and able to work independently.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Skills and Highlights

Intravenous Therapy
Teach Licensed Practical Nursing
Teach Medical Assisting
Cultural Competent Care
Strong Clinical Judgment
Demonstrated Strong Phone Communication
Patient and Family Focused
Critical Thinking Skills
Good Assessment and Documentation skills
Student Centered Teaching
Clinical Skills

Professional Experience

8/30/2009 to present
Intercoast Career Institute
207 Gannett Drive,
South Portland, Maine 04106
207-822-9802
Teach students to become licensed practical nurses: med-surge, mental health, pharmacology, NCLEX reviews and clinical. Teach medical assisting program. Tutor students I enjoy the teaching environment and find it very rewarding being part of a team and help student to become nurses.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Curriculum Vitae/Résumé

9/17/2007-6/25/2010
Health Dialog, Health Coach
2 Monument Square
Portland, Maine 04101
207-822-3700
Health Coach provides evidence based research information to our members. We encourage physician-patient relationship. We are committed to assuring privacy and confidentiality. Member wellbeing is our highest priority. We help members to better understand their medical issues and become more engaged in managing their healthcare with their physicians. When members are trying to make a health care decision, we provide them with the most informed information to make a decision that right for them. Goal of all our calls is to meet the member where they are and focus on member’s needs.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

4/25/05-1/25/08
Home Health Visiting Nurses of Southern Maine
15 Industrial Park RD.
Saco, Maine 04072
207-284-4566
Visiting nurse and case manager. Help patients to manage their healthcare needs in the privacy and comfort of their homes. Advocated for patient’s needs. Assess patient’s knowledge about condition and educated as appropriate. Some of my responsibilities were: wound care, Diabetes teaching and assessment, IV Therapy, Draw Blood, Picc Care, Colostomy care, Depression screen and Teach, Assess Patients health and needs, vital signs and physical assessment, medication teaching, admissions, communication with doctors and with others part of patient team, Documentation and oversee CNA and did their evaluations.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

1/4/03-10/24/04
Mercy Hospital 5 B Telemetry
144 State Street Portland Maine 04101
207-879-3000
Took care of patients on Cardiac floor and some med/surge overflow especially elderly population some with Dementia and Alzheimer’s. Monitored Telemetry, Provided Patient Care and Teaching, Administered meds and IV medication, complete assessment and documented appropriately, gave report before and at the end of shift. Monitored Patients, treated after Cardiac cath and stress test, and followed protocol. Collaborated with other team members and doctors. Admitted patients and did paper work. Provided end of life care and mortem care.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Education

Walden University

Curriculum Vitae/Résumé

Master in Nursing with Specializing in Education
9/4/2009 to present

GPA 3.7

Expected Completion 12/2011

University of Southern Maine

Registered Nurse BSN
Portland, Maine 04101
01/18/1998-12/20/2002

GPA 3.2

Certifications

CPR by American Red Cross for Health Care Providers

Enhanced Awareness Model on Therapeutic Communication

Service

Volunteer at Amistad, Life Enhancement and Social Club for people with mental illness and substance abuse.

Volunteer on United Way Committee

Participated in a research committee to teach colleagues up to date medical information.

 

Health Care Reform

Health Care Reform

RICHARD

Walden University

Dr. Patti Urso

10/29/2009

Health Care Reform

President Obama is trying to pass healthcare reform that includes support for quality healthcare and access to healthcare for everyone. Through my experience at Walden I have learned to shift my thinking to improving our healthcare system. I am developing the skills to be a leader and finding my scholarly voice. According to Dr. O’Neil, in the video, The health-care reform (2004), nurses need to move from current practices and challenge self in improving access, quality care, patient safety and control cost. Nurses are emerging as leaders to help facilitate change in healthcare reform.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Before taking this class I didn’t put a lot of thought into our President’s plan for healthcare reform. I knew about it but I didn’t understand the ways that I could help. As an emerging nurse leader I have learned that I need to expand my knowledge to effect change. With expanding my knowledge, I learned to look at the role of the nurse differently. It is important for the nurse to think beyond direct nursing care. Nurses need to get involved in policy making and protect and advocate for the needs of the healthcare system with emphasis on needs of our patients (Mason, Leavitt and Chaffee, 2007).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

In order to effect change in our healthcare system it is important to understand history of nursing and how the leaders in nursing influence our healthcare as we know it today. According to Mason, Leavitt and Chaffee (2007), Nursing has a strong history of nurse leaders who were visionaries, activists, advocates, researchers, policy makers and educators. These nurse leaders have paved the way for nurses to merge as leaders to use their voice to develop and change policies and improve the quality and safety of our patients. Our nurse leaders of our past have paved the way for our future of healthcare (Mason, Leavitt and Chaffee, 2007). It is interesting

Health Care Reform

to see how far nursing has come and how it began. Florence Nightingale was a voice of a leader who defied all odds to create opportunity for nurses to be future leaders and role models.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

It is important for nurses to work together to ensure our patients have access to quality healthcare while contain cost. With the rising cost of healthcare, advances in technology driving cost up, elderly population living longer with chronic condition and increase number of people without access to affordable and quality healthcare drives the need for an overhaul of our healthcare system. There is an increasing need for healthcare reform. Nurses need to be able to recognize and eliminate wasteful spending. Nurses need to pull together and advocate for change in our healthcare system. Nurses can influence change through using their experiences and advocate for healthcare reform with their local government. The nursing role is one that advocates for patients’ rights, health and safety and act in a way that promotes patient wellbeing (Mason, Leavitt & Chaffee, 2007). Would we be promoting patient’s wellbeing and protecting patient’s rights if we deny them access to healthcare because of cost.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Nurses need to be accountable and held at higher standards. We need to be role models for our patients and lead healthy lifestyles. If we expect our patient to lead healthy lives we have to model the behavior and educate our patients about the importance of prevention and wellness. It is important for the nurse to treat the whole individual and not just the diagnosis. When people have a physical illness their mind, body and spirit need to be cared for as well (Amara, Bodenhorn Cain, Carlton, Chambers & Cypress, 2003). In order for patients to receive quality care and contain cost it is important for nurses to encourage patient and provider relationship and encourage and educate patients to be an active participant in their healthcare.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Health Care Reform
With the economy the way it is and more people without quality healthcare or limited healthcare we all need to pull together and bring our experiences to effect change. Health professionals may have different views of how to improve healthcare system but realize they share similar goals to provide patients with access to quality healthcare that is affordable. Nurses need to become politically involved and need to advocate for quality and affordable health care (Mason, Leavitt & Chaffee, 2007). We need to be the voice of the future and emerge as leaders to bring about change in our healthcare so everyone has access to quality and affordable healthcare.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Health Care Reform

References

Amara,R.,Bodenhorn,M.,Cain,M.,Carlton,R.,Chambers,J.,&Cypress,D.,et al.(2003).Health and Health Care 2010,The Forecast, the challenge.(2nd.Edition).The Robert wood Johnson Foundation.Princeton,N.J.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Laureate Education, Inc. (Executive Producer). (2004). Healthcare Reform. (Video Recording). (From Laureate Education, Inc. 12975 Coral Tree Place, Los Angeles, CA 90066-7020).

Mason, D.J., Leavitt, J.K., & Chaffee, M.W. (2007). Policy & politics in nursing and health care (5th ed.). St. Louis, MO: Saunders/Elsevier

.

Empowerment

Empowerment
NURS 6110 The Nurse Leader: New Perspectives on the Profession
Laurie Fougere
Dr. Bobbie Whitworth

12/24/2009

Empowerment

According to this week assignment on “Empowerment” we were to rate our company on a scale from 1-4 to show how empowering our organization is (Grossman and Valiga, 2009). I struggled when answering the yes and no questions and went back and forth on many of the questions. Overall I feel my organization is empowering but due to recent layoffs and company being taken over by Bupa the morale of my company is at all-time lowest. I scored my company a 3 which is moderately empowering using the 1-4 scale designated for this week class assignment.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

My company recently was taken over by a British company called Bupa which was one of our financial backers and now Bupa owns the company. At first we were told we were not going to see changes at the coaching level and Health Dialog as we know it will stay the same. Gradually we started seeing small changes and eventually the company was transformed into a different company to allow Health Dialog to grow as a company and to stay strong through upheaval in the economy.NURS 6600 Capstone Synthesis Practicum Assignment Papers. The mission of Health Dialog is as follows, “We improve healthcare quality and reduce rising medical costs by addressing unwarranted variations in the health care system.” (Health Dialog, 2009). Health Dialog is making the necessary changes to meet the future needs and goals of the company.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

With using my old ways of thinking which was dealing with things that was directly in front of me then most of my answers would be no. Thinking as a nurse leader I am able to think beyond my role as a health coach and be open to the changes at Health Dialog. Nurses need to make the changes from their current role to grow as a leader (Shifflet & Moyer, 2010). I now have a greater appreciation for the recent changes to help shape Health Dialog so we can be and

Empowerment

continue to be a thriving company now and in the future. As I reflected on my role as a nurse leader I analyzed the questions and was able to change a lot of the no responses into yes responses.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Some of the no responses that I was able to change into yes responses were Is this organization open to new ideas and new ways of doing things?, Is competition among group members healthy and productive?, Are the strengths and talents of individual members recognized?, Are the strengths and talents of individual members built upon? My company has a survey that employees are able to anonymously give feedback and rate various aspects of Health Dialog and the health coaching process. Through this survey changes were able to be made to better the company as a whole. My team was able to develop a plan to improve the areas needing improvement. We designated a person for each team that is responsible for leading the team and we share this responsibility so everyone has the opportunity to lead the team. With developing this change health coaches were able to develop more unity. Our team meets monthly and we develop team building exercises so we can work together as a team. This connection with other health coaches has allowed us to create a friendly competition amongst ourselves to reach the most members while impacting them and providing members with quality health coaching experience.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Health Dialog has developed a way to recognize health coaches for its talents, strengths and contributions. The process entails Health coaches nominating one of their colleagues for Star of the Month Award where the nominees will then be selected by community leaders for the award then during Quarterly company meeting all the Star of the month recipients that were

Empowerment

chosen were recognize and giving a gift card. At first I said no to the question that talked about strengths and talents being recognized and built up because I felt the company didn’t recognize health coaches and it was health coaches who did the recognition. Nurses need to grow as leaders and improve the healthcare system while meeting the needs of the patients (Harris, Stanley & Rosseter, 2011). Thinking as a nurse leader I am able to see that it is because the company that there is the Star of the month Award. Health Dialog has created this opportunities for health coaches to recognize each other to show their appreciation for all their health coaches. According to Grossman and Valiga (2009), Nurse Leaders draw on strengths and talents of others and recognize their accomplishment and support personal growth while empowering others to work together in supporting one another through reaching their goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I desire to grow as a nurse leader and empower others to reach their goals. I would like to promote more communication amongst the coaching level through encouraging members of the coaching team to have a voice in the decision process.NURS 6600 Capstone Synthesis Practicum Assignment Papers. I want to form a committee with health coaches to work with upper management to promote a positive work environment that respects and values its employees. I plan to suggest discussing in our Quarterly meetings and regularly as needed, to have the company engage in communications about the company and client updates on the changes that could possibly have an impact on health coaches. Health Dialog has a website for business news as well as health coach information so I plan to update myself regularly and keep myself informed with the information to enhance my coaching so I can help empower other health coaches with their coaching. I want to be a positive influence to effect change in my company so as a team we can grow together and envision the future. Nurses

Empowerment

need to emerge as leaders and further their education to meet the future needs of nursing (Grossman and Valiga, 2009).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Empowerment
References

Grossman, S. C. & Valiga, T. M. ( 2009). The new leadership challenge: Creating the future of nursing (3rd end).Philadelphia: F. A. Davis Company.

Harris, J. L., Stanley, J., & Rosseter, R. (2011). The clinical nurse leader: addressing health-care challenges through partnerships and innovation. Journal Of Nursing Regulation, 2(2), 40-46.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Health Dialog (2011), retrieved from www.healthdialog.com.

Shifflet, V., & Moyer, A. (2010). Staff nurse to nurse leader: steps for success. Medsurg Nursing: Official Journal Of The Academy Of Medical-Surgical Nurses,
19(4), 252.

Theory Into Practice

Portfolio: Theory Into Practice
Linking Theory to Nursing Practice (NURS – 6120 – 4)
Walden University

Laurie Fougere
2/25/2010

Theory Into Practice

Jean Watson Human Caring Theory is based on holistic health healing nursing with caring as central focus that encourages nurse patient relationships. In creating a caring environment, ten carative factors, transpersonal caring relationship, caring in the moment and caring-healing modalities were developed to represent the “core of nursing” (Parker, 2006, p. 296-297). NURS 6600 Capstone Synthesis Practicum Assignment Papers. The practice of caring needs to be based on values and guided by nursing theory to meet the needs of both the patient and care providers. (Watson, 2005). Nursing theory helps to guide and shape nursing practice and incorporates human caring and healing to change and enhance the nursing profession. Jean Watson focuses on changing the nursing profession to meet the present and future needs of nursing care. She developed caring theory to be a guide to improve and shape the nursing profession to implement caring and healing environment.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

As I go about implementing Jean Watson’s Human Caring Theory in my practice there is some uncertainty on how my colleagues will perceive and accept this new theory. Any time there is something new there are some who will resist the theory and wonder why it is important to our nursing practice. I need to look beyond this, challenge others and myself to rise above and change our ways of thinking, and embrace this new opportunity to implement this nursing theory into our practice. According to Dr. Boykin, some of the possible barriers to implementing theory into practice are time and resistance, which are some of my barriers. (Laureate Education, 2005).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Some of the challenges we face are the demands that are placed on us already. We are expected to reach so many members and create communication records while trying to achieve quality coaching. Time is often against us to meet expectations of our company. There is overall sense of low morale because of job satisfaction. With the economy at its all-time lowest

Theory Into Practice

as a company, the executives made some difficult business decisions to transcend the company into the future. With this, our company needs to be able to reach out to more, meet, and exceed our client’s expectation and the needs of our members. The company went through a restructuring process and many were laid off and there was hiring freeze and pay freeze. This led to many of us wondering if we are, next to be let go. Maybe what we need is something fresh and be able to do what we do best and move our practice forward and implement the Human Caring Theory. “It is when we include caring and love in our work and our life that we discover and affirm that nursing, like teaching, is more than just a job.” (Parker, 2006, p. 297).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Some ways I plan to overcome the barriers are to encourage my colleague to express what human caring means to them and to share with others some of their quality coaching calls. Allowing health coaches to communicate their stories will help to overcome communication barrier. (Laureate Education, 2005). To overcome resistance barrier I plan to lead by example and encourage others to do so. Role modeling is an important aspect in overcoming resistance. (Laureate Education, 2005).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I plan to make my entire coaching calls member centered and deliver quality, caring and nurturing relationship with my members. I believe in treating the whole individual and not just the illness. Through my relationships with my patients, I come across as a nurse who is genuine and I truly care for my members. My goal is to strengthen health coach and member relationship through utilizing Jean Watson’s Human Caring Theory. I hope to improve the morale at my company by focusing more on how we deliver nursing care to our members. Nurse need to

Theory Into Practice

apply human caring to all aspects of their work to provide patient with dignity and respect (Ryan, 2005).

Theory Into Practice

Reference

Laureate Education, Inc. (Executive Producer). (2005). Theory into practice. Los Angeles: Dr. Boykin & Roundtable Discussion.

Parker, M. E. (2006). Nursing theories & nursing practice (Rev. ed.). Philadelphia, PA: F.A. Davis Company.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Ryan, L. A. (2005). The journey to integrate Watson’s caring theory with clinical practice. Resurrection Medical Center. pp. 1-8.

Watson, J (2005). Caring theory as ethical guide to administrative and clinical practices. Nurs Admin Q. 30 (1). pp. 48-55.

Evidence Based Nursing Practice

Research Professional Portfolio

NURS:6130-4Evidence Based Practice Through Research

Walden University

Laurie Fougere

4/22/2011

Evidence Based Nursing Practice

Research

Nursing research has gained its reputation in nursing practice. Nursing practice is requiring evidence base practice to be utilized in guiding nursing practice. As increase awareness to nursing research more nurses are participating in the nursing research process. It is important for nurses to perform research and incorporate it into practice (Polit & Beck, 2008).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

When I first started nursing research class, I could never really imagine myself performing research. I had very limited knowledge on how to conduct research and to be honest the thought of doing nursing research scared me. Nurses often lack the necessary skills to conduct research and know how to apply it into practice (Polit & Beck, 2008). I now feel excited about the skills I have learned to conduct nursing research.

Through this class we were given several different assignments that helped us increase our knowledge and understanding of the research process. “The general purpose of nursing research is to answer questions or solve problems of relevance to the nursing profession.” (Polit & Beck,2008, p.19). One of my first assignments was to develop research questions which helped to conduct a literature review. My original questions changed as I was conducting literature review through the Walden Library.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I now know how to critique a literature review. I chose a qualitative study that looked at how patients who were at a high risk for cardiovascular disease received preventive consultation with their general practitioner and captured their experience during the process. I learned that the study supported other similar study that preventive screening is helpful with patients trying to make lifestyle changes. The most important thing that I learned was the importance of listening

Evidence Based Nursing Practice

to your patients and encouraging your patients to be active participants in their health. The doctors did not listen to what the patients wanted in the study and they carried out their own agenda. The conclusion of the study was to build on patient and provider relationship and allow the patient to be the focus (Kehler, Christensen, Lauritzen, Edwards, Risor, 2008). The doctors need to learn to improve their communication techniques and be aware of patient window of opportunity for change to implement lifestyle changes. NURS 6600 Capstone Synthesis Practicum Assignment Papers. The patients’ experienced benefits captured feelings related to risk, health, and readiness to change lifestyle. Patient need to have a partnership relationship with their doctor which can help patient to take better care of their health and take active role in making health care decisions (Kehler, Christensen, Lauritzen, Edwards, Risor, 2008). Having patients who are ready for change and by listening to your patient’s needs and their goals will help the patients to optimally be successful in improving their health. As a health coach, I will actively listen to my members needs and help support them with their goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The series of assignments helped to expand my knowledge and appreciation for research. I learned that research is a process and in the process information can emerge that can be very useful to change our nursing practice. I always thought that nursing research was always the truth or fact but now I realize that it is a guide to shape our next nursing practice and it is to be questioned and evaluated for its worthiness. Nurses can grow professionally when they actively participate in research process (Polit & Beck, 2008).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Yes, nursing research is a challenge but it is a challenge I am willing to take with using my new skills that I learned and developed in this class. I plan to conduct research in my own clinical practice. I plan to explore some research topics with colleagues and look at the needs of

Evidence Based Nursing Practice

my nursing practice. I hope to stimulate interest in others to conduct research as well. My first goal is to start a journal club. Journal clubs allows healthcare practitioner to use their skills and review literature that can enhance the nursing practice (Smith, 2006).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

As our practice change so does our nursing practice. Nurses need to develop research skills and participate in the research process (Polit & Beck, 2008). I have learned that I can actively conduct research and change my own nursing practice. Research is a very important part of my nursing practice. I hope to encourage more people to engage in nursing research to enhance our nursing practice.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Evidence Based Nursing Practice

Reference

Kehler, D., Christensen, B., Lauritzen, T., Christensen, M., Edwards, A., & Risor, M. (2008). Cardiovascular-risk patients’ experienced benefits and unfulfilled expectations from preventive consultations: a qualitative study. Quality in Primary Care, 16(5), 315-325.

Pearce-Smith, N. (2006). A journal club is an effective tool for assisting librarianship: a case study. Health Information & Libraries Journal, 23(1), 32-40

Polit, D.F., & Beck, C.T. (2008). Nursing research: Generating and assessing evidence for nursing practice (8th ed.) Philadelphia: Lippincott Williams & Wilkins.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Ethics Portfolio

Ethics Portfolio

NURS-6140-16 Ethical and Legal Views of the Changing Healthcare System

Walden University

Laurie Fougere

6/24/2010

Ethics Portfolio

When I first started taking this class, I was unfamiliar with all the aspects of ethical issues in my nursing profession. I did not realize that nurse’s involvement in ethical issues is important. When my organization faced ethical issues, I did not understand my role in dealing with the ethical issues. I was not a nurse manager and did not have the authority to make important decisions. I know now that it is nurse’s role to recognize and deal with ethical issues.

Taking this class has shown me how much I was wrong. I learned that I need to take an active role in ethical decision-making. Since taking this class, I have learned about the various ethical issues and dilemmas that nurses can experience daily. I was surprised to learn how much I did not know about ethical and legal issues in my work place.

I never realized how much of a role ethics has on my nursing profession. What I have not realized was I have encountered many ethical issues all ready. I learned how ethical issues could have an impact on anyone involved including patient, family and even the nurse. Nurses deal with healthcare issues daily. With the advances in science and technology, healthcare field nurses are readily able to recognize ethical issues. Nurses must be encouraged to participate in ethical decision-making. Because of the advances in our healthcare field, nurses must take an active role in ethical decision-making.

Nurses need to be constantly updating their ethical thinking skills because they experience ethical issues on a regular basis. They need to be able to recognize ethical issues and address them appropriately. There is a direct correlation to those who had education in ethical issues and those who had no education in ethical issues.

Ethics Portfolio

Teaching nursing ethics is vital in our health profession to give nurses the skills they need to deal with ethical issues. Learning about all the ethical principle while being aware of our own value system and understanding our legal obligation will help with decision-making process. Nursing profession needs to provide educational training around ethics to develop skills needed to deal with moral and ethical issues.

We as nurses are legally responsible to our patients. It is our responsibility to protect our patient s and meet their needs. Nurses held to the Nursing Code of Ethics, which helps to define their nursing practice (Erlen, 2004). Nurses expected to act in a manner that does not interfere with the well-being of the patient and the nursing process. Confidentiality is so important to protect and ensure patient privacy (Neame, 2008). In my nursing profession, confidentiality is one of our priorities. It is so important that nurses build trust with their patient through establishing rapport.

Creating a safe and healthy nurse environment is just as important. Tenet number 6 states the nurse is responsible to create a nursing environment and improve the environment in the workplace to ensure opportunity for nurses to provide quality nursing care (Burkhardt&Nathaniel, 2008). This tenet explains how the environment can have an impact on moral virtues and values, which can affect nurses from achieving their ethical obligations. It is nurse’s responsibility to ensure the environment is right to make sure nurses can carry out their ethical obligations (Burkhardt & Nathaniel, 2008). Each ethical theory can help to guide our nursing practice. The tenet is more useful to me now. With better understanding of the theories

Ethics Portfolio

and the tenet, I have realized that the tenet can be applied to my nursing process. Understanding ethics can help nurses deal well with ethical situations.

Ethics Portfolio

References

Begley, A. (2005). Practicing virtue: a challenge to the view that a virtue centered approach to ethics lacks practical content. Nursing Ethics, 12(6), 622-637.

Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics and issues in contemporary nursing (3rd ed.). Clifton Park, NY: Thomas Delmar Learning.

Erlen, J. (2004). HIPAA–clinical and ethical considerations for nurses. Orthopaedic Nursing / National Association Of Orthopaedic Nurses, 23(6), 410-413.

Levack, W. (2009). Ethics in goal planning for rehabilitation: a utilitarian perspective. Clinical Rehabilitation, 23(4), 345-351.

Neame, R. (2008). Privacy and health information: health cards offer a workable solution. Informatics In Primary Care, 16(4), 263-270.

Health Promotion Plan

Health Promotion Plan Physical Setting

NURS-6150-20 Promoting and Preserving Health in a Diverse Society

Walden University

Laurie Fougere

4/11/2011

Health Promotion Plan
The audience was consumers and providers of mental health as well as some local community providers. We met at Amistad and watched the presentation as part of community awareness plan. The power point presentation viewed in a small hall. About 40 people attended the presentation. The presentation was part of the variety show that now occurs on a monthly basis to allow for community involvement and relationship building. The plan is to bring awareness to mental illness and decrease the stigma that is attached to having a mental illness. The lights turned off to view the presentation so that is why I chose a darker background with mostly white color font. I chose a light green color font to capture headings.

I hope to continue connecting with the community on a regular basis. Plan is to do some grant writing to obtain funding to continue my health promotion plan. I would like to train individuals to carry out the recovery groups. Research will be needed in order to meet the current and future needs of the mental health population. Evaluation of my plan will occur on an ongoing basis so I can monitor and assess the effectiveness of my plan and make the necessary changes to strengthen my health promotion plan.

Promoting and Preserving Health

Slide 1

Promoting and Preserving Health

Slide 2

People with severe mental illness experience co morbidity and death.

Promoting and Preserving Health

Slide 3

Society view on mental illness can negatively affect one’s perception of their mental illness (Petrie, Broadbent & Kydd, 2008). Understanding one’s perception of their illness will help develop a treatment plan that meets the needs of each individual. Mental illness brings a lot of stigma so those with a mental illness find it challenging to get accepted in the community and be able to seek gainful employment (Obadina, 2010).

Promoting and Preserving Health

Slide 4

Prevention is a vital component to overall wellbeing. The anticipated cost for mental health and substance abuse service by 2014 is expected to reach $239 billion (Power, 2010). More needs to be done to bring awareness to health promotion to reduce overall cost.

Promoting and Preserving Health

Slide 5

I plan to start a support group at a social club and life enhancement center for people dealing with mental illness and substance abuse. I hope to build relationships with the community and with those living with mental illness.

Promoting and Preserving Health

Slide 6

Promoting and Preserving Health

Slide 7

The National Alliance on Mental Illness (NAMI) does a lot of advocating for the mentally ill and brings awareness to health prevention and educating on connection to mind, body and spirit to overall wellness (National Alliance on Mental Illness, 2010). The Mental Health Act 2009 is intended to give people with mental illness access to mental health coverage as they would if they had a medical diagnosis (Mental Health America, 2009). The social club is a life enhancement center that focuses on the individual’s recovery not illness where relationships are developed on the foundation of respect (Amistad Inc., 2007).

Promoting and Preserving Health

Slide 8

The atmosphere of such program needs to foster a positive environment that promotes mental wellbeing and protects those with mental illness. It needs to be a safe a nurturing environment that empowers those living with mental illness to focus on recovery and embodies the mind, body and spirit (Taylor, Jones, O’Reilly, Oldfield & Blackburn, 2010).

Promoting and Preserving Health

Slide 9

A person’s own experience or perception of their mental illness will determine what treatment they will receive (Petrie, Broadbent & Kydd, 2008). How they perceive their mental illness will shed some light on their own behavior will help open up opportunities for treatment. Symbolic interaction helps you understand what it means to have mental illness from the patient perspective and explores their interaction with their environment (Roe, Joseph, & Middleton, 2010). Community development and social inclusion utilizes the person own experience of living with a mental illness and their perspective of their health in order to build community relationships (Seebohm, Gilchrist, & Morris, 2009).

Promoting and Preserving Health

Slide 10

The economy makes it harder for social services to provide the needs for the mentally ill (Vukic, Rudderham & Misener, 2009). The stigma around mental illness may prevent one from pursuing certain resources including seeking certain jobs. Reducing and eliminating stigma will only strengthen relationships with the mentally ill and the community (Roe, Joseph & Middleton, 2010).

Promoting and Preserving Health

Slide 11

Promoting and Preserving Health

Slide 12

Promoting and Preserving Health

Slide 13

This survey will give me a foundation to better understand the needs of the population I am working with (Spagnolo, Murphy, Librera, 2008).

Promoting and Preserving Health

Slide 14

Promoting and Preserving Health

Slide 15

Promoting and Preserving Health

Slide 16

Teaching Philosophy

Statement of Teaching Philosophy: Values and Beliefs

NURS-6300-8 Student-Centered Learning in Nursing Education

Walden University

Laurie Fougere

10/28/2010

Teaching Philosophy

My values and beliefs involve meeting students individual learning needs while encouraging them to become active participant in their learning environment. Instructor and students should have a partnership relationship where the mutual goal is in the shared learning experience. Students learn best when they bring their prior experiences into their learning environment (Heise, 2010). It is important to build on my students prior experiences to make their learning more meaningful. Students acquire more knowledge and understanding of material when allowed to be active participants in their learning environment, which they can later apply to real life situations (Dowd & Davidhizar, 1999).

Cognitive theory helps to guide teachers but still allows students to be part of their learning experience through using their prior knowledge and using set strategies and techniques to build new knowledge (Billings & Halstead, 2009). Knowing that adult learners learn differently than high school students the learning environment needs to be unique to the adult learner. Adult learners bring life experiences and past knowledge that needs to be included in the learning process (Blumberg, 2009). Students are active participants in their learning environment, which makes learning easier when they are in charge of their own learning experience.

Team based learning creates an atmosphere where the student actively participate through doing various activities such as case studies and critical thinking (Mennenga & Smyer, 2010). In my teaching environment, I provide my students with the opportunity to teach the class through doing presentation. The students’ knowledge is shared and the students are able to develop new knowledge together. I utilize the adult learning theory through meeting my student’s individual

Teaching Philosophy

needs and I tailor tutoring sessions to accommodate their learning style. It is through these learning theories that will guide and shape the learning environment (Frankel, 2009). Having my students become active participants in their educational experience has enabled them to be in charge of their learning environment. The investment in my students learning environment has helped to foster a lifelong commitment to learning (Heise, 2010). It is through our experiences that we learn and grow.

Teaching Philosophy

Reference

Billings, D. M., & Halstead, J. A. (2009). Teaching in Nursing: A Guide for Faculty (3rd ed.). St. Louis, Mi: Saunders Elsevier.

Blumberg, P. (2009). Developing learner-centered teaching: A practical guide for faculty. San Francisco: Jossey-Bass.

Dowd, S. B., & Davidhizar, R. (1999). Using case studies to teach clinical problem-solving. Nurse Educator, 24(5), 42-46.

Frankel, A. (2009). Nurses’ learning styles: promoting better integration of theory into practice. Nursing Times, 105(2), 24-27.

Heise, B. & Himes, D. (2010). The course council: an example of student-centered learning. Journal of Nursing Education, 49(6), 343-345.

Mennenga, H., & Smyer, T. (2010). A model for easily incorporating team-based learning into nursing education. International Journal of Nursing Education Scholarship, 7(1), 1-14.

Teaching Strategies

Professional Portfolio

Laurie Fougere

Walden University

NURS 6310: Teaching Strategies for Nurse Educators.

12/23/2010

Teaching Strategies
My students are adult learners at a licensed practical nursing school who are required to act in a professional manner. My students expected to show professionalism at school and at clinical. I chose to teach professionalism because the expectation of the students is not clearly stated. I want to teach students professionalism so that they can be successful in displaying professionalism. Professionalism is a way of life and a standard of excellence that we all strive to model after (Latshaw &Honeycutt, 2010). It is also an attitude that expresses our values and beliefs. Learning ways to behave in a professional manner can help students to display professionalism.

Objectives need to meet the needs of the learner and be specific to the learning process (Billings & Halstead, 2009). One of my objectives is that students will be able to define what professionalism means to them and list attributes associated with professionalism. Another objective is that students will be able to apply their knowledge of professionalism to real life situations through case studies, role-playing, at clinical and in skills lab.

Evaluations are an important aspect of the learning process. It gives a good picture on how well a student performs and demonstrates how effective the lesson plan was in teaching the students (Bradshaw & Lowenstein, 2007). Evaluations help to determine whether the material that taught was successful or not. It is a way to measure how well we are doing with meeting our learning outcomes and objectives. It is important to assess how well students learned from the class experience. In order to get a good and accurate measurement of how well students did, multiple tools of measurement used needs to provide reliability and be accurate (Bradshaw &

Teaching Strategies
Lowenstein, 2007). To evaluate the learning you must look at the whole picture and not just assess the learner.

A way to evaluate my students is through having the students write a reflective paper on their experiences doing the various activities on professionalism. I will have students to redefine what professionalism means to them and compare their first reflective paper on the meaning of professionalism. Students will need to evaluate their experiences and offer feedback for future courses on professionalism. Students evaluated through doing written work that includes reflective journaling where they will focus on their role-playing experience and their understanding of what professionalism is. Through doing role-playing exercises, students will be able to give concrete examples on what represents professionalism and be able to state how they would behave in a professional manner in a variety of settings. Reflective Journaling helps the students to evaluate their experience and the opportunity to demonstrate their knowledge (Kuiper, Murdock & Grant, 2010). I chose this evaluation because it will allow me to understand my student’s thoughts and understanding on the subject.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Other objectives that students will be able to do are as follow: Students will be successful in defining professionalism and be able to list several attributes of professionalism and be knowledgeable on how to integrate the attributes to their life. By the end of the course, students will be able to show how professionalism will have a positive influence on their nursing profession. Students will demonstrate the ability to provide a nurturing, caring and safe environment for their patients while behaving in a professional manner. Effective teaching

\

Teaching Strategies
stimulates the learner to participate in the learning process while being able to apply their knowledge to real life situations (Bradshaw & Lowenstein, 2007).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Questions to ask students are: Do you understand how to behave in a professional manner? Can you list some attributes of professionalism and show how you plan to integrate professionalism into your life? Can you demonstrate something you have learned through doing role-playing activities? I chose these questions to allow students the opportunity to explore what they know and to see if they can apply their knowledge to real life situations. These questions will help me to develop further teaching opportunities.

I encourage my students to become actively involved in their own educational experience. Students learn best when they bring their prior experiences into their learning environment (Heise & Himes, 2010). It is important to build on my students prior experiences to make their learning more meaningful. Having my students become active participants in their educational experience has enabled them to be in charge of their learning environment. The investment in my students learning environment has helped my students to foster a lifelong commitment to learning (Heise & Himes, 2010).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Teaching Strategies
Reference

Billings, D., M., & Halstead, J. A. (2009). Teaching in nursing: a guide for faculty (3rd ed.). St. Louis, MO: Elsevier Saunders.

Bradshaw, M., J., Lowenstein. A., J. (2007). Innovative teaching strategies in nursing and related health profession (4th ed.). Sudbury, MA: Jones and Bartlett.

Heise, B. & Himes, D. (2010). The course council: an example of student-centered learning. Journal of Nursing Education, 49(6), 343-345.

Kuiper, R., Murdock, N., & Grant, N. (2010). Thinking strategies of baccalaureate nursing students prompted by self-regulated learning strategies. Journal of Nursing Education, 49(8), 429-436.

Latshaw, S. & Honeycutt, K. (2010). Professionalism-a required CLS/CST curricular component. Clinical Laboratory Science, 23(3), 324-331.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Integrating Technology

Evaluation Plan for Online Course

Laurie Fougere

Walden University

NURS-6320-8 Integrating Technology Into Nursing Education

February 24, 2011

Integrating Technology

Evaluation Plan for Online Course

Creating a course design needs to capture the audience learning needs that creates learning opportunities that build on prior knowledge to form new knowledge (Cook & Dupras, 2004). My course design promotes active learning through using the various medias. Online learning is asynchronous to allow students to be active participant in their own learning environment through discussion boards, student teacher and student-student interaction (O’Neil, Fisher & Newbold, 2009). The design of the course utilizes various technologies to capture the learner’s attention and offers an interactive way to learning through the various links and tutorials.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Purpose
To give nursing students the foundation of fluid and electrolytes so they can properly care for their patients appropriately. This course will give health professionals a review on fluid and electrolytes to allow them opportunity to expand on their pre-existing knowledge. Fluid and electrolytes lecture can be challenging so I want to provide my students with a fun and interactive way to learn fluid and electrolyte so they can apply their knowledge and be able to critical think when caring for their patient.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Objectives

Students will be able to understand fluid and electrolytes status by the end of the class and be able to apply knowledge to critical thinking questions and take online exam passing with 80 % or better. Students will be able to identify relationship between electrolytes and

Integrating Technology

homeostasis, list normal and abnormal values, and come up with appropriate treatment for each. Students will be able to apply their knowledge and be able to identify those at risk for fluid and electrolytes abnormalities and be able to treat appropriately.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Technology

Online technologies can enhance the learning environment allowing the learner to gain new knowledge while receiving feedback from their peers and the instructor (O’Neil, Fisher & Newbold, 2009). PowerPoint presentation will allow the students to have a visual to follow and apply their new knowledge. The course design will offer online tutorials that linked throughout the online course. Interactive games found within external websites as well as online jeopardy game. Various video links to enhance students learning. Links to external websites and other resources will be available for the students to expand their knowledge. Technology will accommodate the different learner’s learning styles.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Constructivist Approach

Constructivist theory utilizes technology for online students to be active participants in their learning environment to construct new knowledge while building on their pre-existing knowledge to apply critical thinking to real life situations. It is important to assess student’s knowledge and evaluate the effectiveness of the course. Best way to assess the learner’s knowledge and evaluate the course is through using various evaluation and assessment tools (O’Neil, Fisher & Newbold, 2009). Evaluate the effectiveness of the course through online survey at the end of the course. Student assigned assignments using the discussion board, when graded it will assess students understanding of the material and their ability to apply new

Integrating Technology

concepts (Moule, 2006). To assess student’s knowledge student will take online exam to ensure the learning objectives were met.

Usability Testing

Usability testing will help to assess how user friendly the online course design is and allow the designer an opportunity to improve the course (Usability Testing, 2010). Usability testing can help me to test my course design to make sure it is user-friendly and make sure there are no problems with accessing the course. This testing will make sure students are able to access the materials and the setup of the course that is easy accessible without any problems (Usability Testing, 2010). In reflecting on the student feedback on my course design, I learned that my discussion questions did not reflect my learning objectives. Learning objectives needs to be clear to allow the learner opportunity to meet the learning objectives and have their knowledge assessed to ensure the learning objectives met (O’Neil, Fisher & Newbold, 2009). Reading feedback on other course design allows me opportunity to learn what is involved in course design and what is effective and what is not. I plan to take the feedback from my peers and make my learning objectives clear and attainable. I want to ensure that my course meets various learning needs by using multi-medias. The whole course design needs to be easy to navigate to ensure students access to the course.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Course Assessment

Throughout the course, I will be assessing the student’s ability to learn the concepts through various discussion assignments while encouraging active learning. Various activities will allow for interactive learning that will promote critical thinking, which will allow instructor

Integrating Technology

opportunity to see if student is learning the material (Avery, Cohen & Walker, 2008). Students will have an online exam to test their knowledge and to see if they met the learning objectives. Summative assessment that I will provide will be in the form of online survey that will ask questions that will demonstrate their knowledge to determine whether they have met the course objectives (O’Neil, Fisher & Newbold, 2009).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Experience as Course Designer

Creating a course design was a learning opportunity for me. I learned that the course design needs to promote an active learning environment that is user-friendly and the navigation is easy to allow the learner a positive learning environment (Avery, Cohen & Walker, 2008). There are many aspects to developing a course design and the one in particular that stood out to me is the use of multimedia to engage active learning that is interactive that promotes critical thinking. I plan to utilize the various multimedia that will encourage active learning that engages students to apply their new knowledge to real life situations. Next time I will make sure my objectives be met and is accurately portrayed throughout the course to facilitate the learning process.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Integrating Technology
Reference

Avery, M.D., Cohen, B.A. & Walker, J.D. (2008) Evaluation of an online graduate nursing curriculum: Examining standards of quality. International Journal of Nursing Education Scholarship. 5(1). Article 44.

Cook, D. A. & Dupras, D. M. (2004). A practical guide to developing effective web-based learning. JGIM, 19,

Moule, P. (2006). E-learning for healthcare students: developing the communities of practice framework. Journal Of Advanced Nursing, 54(3), 370-380. Retrieved February 23, 2011 fromhttp://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?hid=21&sid=69b2b398-13e4-4cf7-b49d-acf020e10d2b%40sessionmgr10&vid=7
O’Neil, C. A., Fisher, C. A., & Newbold, S. K. (2009). Developing online learning environments in nursing education (2nd ed.). New York: Springer.

Usability Testing. (2010), Your guide to developing usable & useful web sites. Retrieved February 23, 2011 from http://www.usability.gov/.

Lesson Plan

Nursing Process Lesson Plan

Laurie Fougere

Walden University

NURS-6330-5 Curriculum Development, Assessment, and Evaluation

6/23/2011

Curriculum Reflection
I teach at a career school teaching the licensed practical nursing program. My institution has a curriculum committee, which meets quarterly to discuss the curriculum and make the necessary changes. The curriculum committee currently utilizes the voice of the faculty to make changes to the curriculum through feedback and voting process. I would like to see the committee opening up and allow all faculties the opportunity to participate in the development and changes in the curriculum. Currently the Director of Nursing makes most of the changes and implements the curriculum according to her work and research.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Design

Developing a curriculum is a process that requires me to be aware of theoretical models and framework that the curriculum based on (Billings and Halstead, 2009). The design will capture the goals and outcomes of the nursing program and meet the needs of the board of nursing as well as the accreditation requirements. The design needs to be tailored to the clients it serves as well as meet the needs of the students. Having understanding of my institution mission and philosophy will help to guide the curriculum design. To organize the framework of the nursing program, curriculum development utilizes the program philosophy as a guide to develop the curriculum. The framework provides the outline for the order of the curriculum and the individual classes.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Assess
The curriculum needs to be assessing to determine what program outcomes and objectives that would be most appropriate to evaluate the effectiveness of the nursing program. Internal and external factors may influence the curriculum so being aware of these factors will

Curriculum Reflection

help determine the best program design. Assessing the needs of the program and the learner will help to develop a curriculum that will capture the best learning experience.

Evaluation

Evaluation will determine how effective the curriculum was to meeting the program outcomes and objectives. Through evaluating, you can determine whether the curriculum design was effective and make the necessary changes to improve the curriculum (Billings and Halstead, 2009). Utilizing the evaluation models will help to devise an evaluation tool to evaluate the curriculum. The evaluation process utilizing the evaluation theory will allow a thorough evaluation of the curriculum. Curriculum evaluation is a process that begins with evaluating the mission, philosophy and organizations goals and outcomes. Through the evaluation process, the program enhanced to meet the demands of the nursing profession and the needs of the students.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Concept Most Important

Student centered learning is very important to engage students and to make learning more an active process. Students need to be actively involved in their own learning experience (Blumberg, 2009). Through students own experiences will determine how they best learn. Acknowledging the diversity of learning styles and connecting with each individual student will help to build a learner-centered environment (Healey, 2008). Curriculum development needs to capture the needs of the learner and create a learning environment that is student –centered.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Examples of Concept

Curriculum Reflection

The goal I have for myself as a nurse educator is to promote learning-center environment that challenges students to become an active participant in their educational experience. Another goal I have is to find ways that supports variety of learning styles that encourages learning over memorization. Students learn best when they bring their prior experiences into their learning environment (Heise & Himes, 2010). It is important to build on my students prior experiences to make their learning more meaningful. Having my students become active participants in their educational experience has enabled them to be in charge of their learning environment. The investment in my students learning environment has helped to foster a lifelong commitment to learning (Heise & Himes, 2010).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Apply to Practice

During the next curriculum meeting, I plan to discuss my learning from this class. I will encourage them to assess the programs values and mission to see if the curriculum is meeting the needs of the nursing program. We need to re-evaluate the program outcomes to make them clearer so students and faculty know what to expect from taking the course. There are many barriers to learning. These barriers make it challenging for an adult learner. Instructors need to find ways to motivate and facilitate the learning process that is student-centered. We need to find the underlying cause of the barriers to learning and help the students to overcome them. Through developing a curriculum that is student-centered, we can meet the needs of the students and promote a healthy learning environment. Curriculum development is a complicated process but through the process the needs of the program can be met (Iwasiw, Goldenberg & Andrusyszyn, 2009).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Curriculum Reflection

Reference

Billings, D.M., & Halstead, J.A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Elsevier Saunders.

Blumberg, P. (2008). Developing learner-centered teaching: A practical guide for faculty. San Francisco: Jossey-Bass.

Healey, W. E. (2008). Physical therapist student approaches to learning during clinical education experiences: a qualitative study. A Journal of Physical Therapy Education, 22(1), 49-58.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Heise, B. & Himes, D. (2010). The course council: an example of student-centered learning. Journal of Nursing Education, 49(6), 343-345.

Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Sudbury, MA: Jones and Bartlett Publishers.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Lesson Plan

Nursing Process Lesson
Plan
The nursing process provides nurses with the necessary skills to properly care for their patients. This course provides the practical nursing fundamental theory, content and skills as an introduction to the nursing process. The nursing process will allow the students to provide nursing care that is within their scope of practice (Hudson, 2010).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Lesson Objective

Students will be able to discuss the steps used to formulate nursing diagnosis and demonstrate the nursing process through writing and implementing the nursing care plan by the end of term one. Nursing process is the foundation of providing nursing care (Duncan, 2011). Students learn the nursing process and develop nursing diagnosis to formulate a nursing care plan. Through developing the nursing, care plan care can be established to meet the individual needs of the patient (Platt, Young & Cheesley, 2011).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Program Outcome

Educate beginning practitioner to deliver nursing care within the scope of practice of a licensed practical nurse in a structured non-complex healthcare setting. Students need to learn how to carry out the nursing process in order to provide care that is within their scope of practice (Hudson, 2010). Students will be actively involved in practicing techniques to carry out the nursing process.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Behaviors/Outcomes

Lesson Plan

Students will be able to use their critical thinking skill with the nursing process to perform basic nursing procedures and skills. Utilizing critical thinking skills and using the nursing process will allow the student to use primary nursing as a framework when providing care for the client (Ireland, 2008). Through participating in this lesson, student will be able to perform various skills of the nursing process and the development of the nursing care plan. Students will be able to list and identify the five steps of the nursing process. They will be able to identify subjective and objective data. Explain the difference between the role of the RN and the LPN. Students will be able to define their role in the nursing process according to the Nurse Practice Act of their state. Students will be able to assist with the nursing process which includes data collection, planning, implementation and evaluation.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Instructional Approach

Instructional design approach that I plan to use is the Constructivist and Cognitive Approach. I chose this design because it allows me to interact with my students and be able to create an atmosphere that is conducive to learning (Fydryszewski, Scanlan, Guiles & Tucker, (2010). The main focus is through the interaction with the students creating a learning environment that promotes learning. The learning is interactive and students learn best when they are actively engaged in the learning process (Stanley, Dougherty, 2010). Students learn when they can bring meaning to their learning environment. In this design students are part of the learning environment. In my lesson I have created opportunities for students to do various activities that will allow them to apply their knowledge and use their critical judgment to complete the activity. Students will have to do critical thinking exercises, case studies and role

Lesson Plan

playing. They will be encouraged to be actively involved in their learning environment. My lesson plan is student-centered which actively engage the students to be active participant in the learning process and through activities they are able to bring meaning to their learning. Students are given opportunity to demonstrate their learning and apply it through real life situations. Student will be provided with various scenarios to be able to identify the different components of the nursing process.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Learning Activity

Students will first receive lecture on the nursing process. The lecture will give the students the foundation of the nursing process which is a vital component to understanding nursing care. Students will work in small groups and be provided with scenarios where they will need to decide what area of the nursing process each scenario represents. Students then will be giving case studies where they have to critical think and use their clinical judgment. Care plans will be implemented to apply student’s knowledge on the nursing process and guide students in developing a plan of care for their patient (Platt, Young & Cheesley, 2011). Role playing exercises will be used to show students the various aspects of the nursing process. These activities match the domain because it allows the students to be actively involved in their learning environment. Student learn best when they can be part of their learning experience. The learning outcomes state that the students will be able to identify the different areas of the nursing process and implement the nursing care appropriately. The lesson plan allows students opportunity to break up the nursing process so they can better understand how to develop a plan of care through using nursing diagnosis, care plans and implementing the nursing process.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Lesson Plan

Learning Outcome Assessed

Students will be assessed in the skills labs. Students will be given case scenarios where they will have to apply the nursing process and develop a nursing care plan. A grading rubric will be developed to grade student’s performance. Students will be aware of the grading criteria. Student care plan will be graded and feedback will be offered to allow students opportunity to improve their care plans. This assessment plan was chosen because it can capture students learning experience since students learn best when they are actively engaged in the learning process (Stanley, Dougherty, 2010). Students will be able to demonstrate their knowledge through carrying out the nursing process in the skills lab. Student will also have to apply their knowledge and develop a care plan that is specific to their scenario that was assigned to them.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Evaluation Method

Student will be given an online exam to test their knowledge around the nursing process and nursing care plan. The online test will be a multiple choice test where the students will be shown their grades at the end of the test and students will be allowed to remediate over the concepts that need improvement. Instructors will have access to the test results so they can improve the material being covered. At the completion of the course students will have an online evaluation to evaluate the course and the instructors. The information gathered can help in strengthening the program. Student’s feedback is important part of improving the curriculum (Kruidering-Hall, O;Sullivan & Chou, 2009). Students have valuable insights which allow us opportunity to develop program that is student focused. The feedback can determine the

Lesson Plan

effectiveness of the lesson plan as well as improve the overall program. Online evaluations if constructed well can identify strength and weakness of the course, instructor and the overall program (Buccierei, Brown & Malta, 2011).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Lesson Plan

Reference

Buccierei, K. M., Brown, R., & Malta, S. (2011). Evaluating the performance of the academic coordinator/director of clinical education: tools to solicit input from program directors, academic faculty, and students. Journal of Physical Therapy Education, 25(2), 26-35.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Duncan, J. (2011). Nursing assessment in inflammatory bowel disease. Gastrointestinal Nursing, 9(1), 14-20.

Fydryszewski, N., Scanlan, C., Guiles, H., & Tucker, A. (2010). An exploratory study of live vs. Web-based delivery of a phlebotomy program. Clinical Laboratory Science, 23(3), 3-39-3-45.

Hudson, M. (2010). Understanding RN and LPN scope of practice. Oregon State Board of Nursing Sentinel, 29(3), 6-9.

Ireland, M. (2008). Assisting students to use evidence as a part of reflection on practice. Nursing Education Perspectives, 29(2), 90-93.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Kruidering-Hall, M., O’Sullivan, P., & Chou, C. (2009). Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment. Journal Of General Internal Medicine, 24(6), 721-726.

Platt, M., Young, L., & Cheesley, A. (2011). Continuous care across teams: Principle of Nursing Practice G… eighth article in a nine-part series. Nursing Standard, 25(34), 31-33.

Lesson Plan

Stanley, M., & Dougherty, J. (2010). Nursing education model. A paradigm shift in nursing education: a new model. Nursing Education Perspectives, 31(6), 378-380.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Philosophy of Teaching

Portfolio: Philosophy of Teaching

NURS: 6340-6 The Nurse Educator: Roles and Responsibilities and Relationship

Laurie Fougere

8/18/2011

Walden University

Philosophy of TeachingTop of Form

Letter
Laurie Fougere

150 Holmes RoadScarborough, Maine 04074

laurie.fougere@yahoo.com

207-510-1756

Helen Peake-Godin MN, RN,

Chair, Search Committee,

School of Nursing,

University of Southern Maine,

PO Box 9300, Portland, ME 04104-9300.

hpeake@usm.maine.edu

8/16/2011

Helen Peake-Godin MN, RN,

I am interested in the Nursing Lecturer #9917-9918 at University of Southern Maine. I received my BSN through USM and graduated December of 2002. I am currently pursuing my Master of Science in Nursing Specializing in Education. I hope to finish beginning of December 2011 if not sooner. I am enrolled in the master program through Walden University online nursing program. I am pursuing nursing education. I have the opportunity to teach students to become licensed practical nurses at Intercoast Career Institute and find it a rewarding and valuable experience. I have been teaching for two years medical and surgical nursing, pharmacology, anatomy and physiology, geriatrics, nutrition, fundamentals and growth and development.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

With the nursing shortage and the baby boomers retiring, I see an increase need for nursing students as well as nursing instructors. I enjoy teaching and guiding our future nurses. I would be honored to have the opportunity to work for you. This position represents my career focus. Your company values and mission closely is aligned with mine. I look forward to hearing from you.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Sincerely,

Laurie Fougere

P

Bottom of Form

Philosophy of Teaching
Being a good instructor involves understanding the individual needs of your students, which includes creating an atmosphere that foster learning is very important (Svinicki & Mckeachie, 2006). We need to bring awareness that we are all adult learners with different learning needs. It is important for the instructor to be aware of how adults learn best. Adult learners need to be actively engaged in the learning environment. Students learning experience needs to promote autonomy where the student learning is student-centered. The instructor needs to value the student-teacher relationship.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

The learning process needs guide and facilitate students to utilize their pre-existing knowledge (Billings & Halstead, 2009). Students need to use their life experiences and knowledge to connect to the learning process. It is important for students to bring meaning to their learning experiences rather than memorize facts. Students learn best when there is meaning to what they are doing (Blumberg, 2009). They are better able to apply their new knowledge and integrate it in all realms of their learning experiences.

Students need to have respect and be valued for the individual learner that they are. Instructors need to be aware that learning is a continuous process and that everyone learns at different pace and styles (Billings & Halstead, 2009). We need to be supportive while challenging our students to achieve their learning potential. It is also important to create an environment where the student is the center of the learning experience. Through changing, the environment that meets the individual needs of the student will promote the learning process.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Philosophy of Nursing

Caring is the foundation of nursing that is core of what nursing is. Caring is basic principle nurses abide by to promote environment to allow patient to get well. Nursing is the art of healing, caring and science. Caring is essential component in all nurse patient relationship to allow human experience to be felt, lived and experienced (Parker, 2006).

My personal and professional values closely resembles Watson Theory of Human Being because of the focus on the nurse patient relationship is essential in order to help aid in the healing process and the patient to experience a nurturing and caring environment (Sitzman, 2002). As a nurse, I show empathy and caring through my active listening and tailoring my nursing care that meets patient’s needs. “Nursing has a critical role to play in sustaining caring in humanity and making new connections between caring, love, and peace in the world.” (Parker, 2006, p. 302).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

We as nurses are legally responsible to our patients. It is our responsibility to protect our patient s and meet their needs. Nurses held to the Nursing Code of Ethics, which helps to define their nursing practice (Sorbello, 2008). Nurses expected to act in a manner that does not interfere with the well-being of the patient and the nursing process.

Healthcare is changing to meet the needs of our patients now and in the future. I am a nurse educator because I want to be part of guiding and shaping our future nurses. Caring helps to define whom we are as nurses and gives us meaning for the work we do that gives us a sense of purpose. (Cara, C. 2009). The art of caring helps to strengthen nurse patient relationships, which improves care that is being delivered. As nurses, we are obligated to care for our patient and meeting their healthcare needs.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Philosophy of Teaching
References

Billings, D.M., & Halstead, J.A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Saunders Elsevier

Blumberg, P. (2009). Developing learner-centered teaching. San Francisco, CA: Jossey-Bass.

Parker, M. E. (2006). Nursing theories & nursing practice (Rev. ed.). Philadelphia, PA: F.A. Davis Company

Sitzman, K. L. (2002). Interbeing and mindfulness a bridge to understanding Jean Watson’s theory of human caring. National League for Nursing. 23(3). pp. 118-123.

Sorbello, B. (2008). The nurse administrator as caring person: a synoptic analysis applying caring philosophy, Ray’s ethical theory of existential authenticity, the ethic of justice, and the ethic of care. International Journal for Human Caring, 12(1), 44-49.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Svinicki, S., & Mckeachie, W., J. (2006). Teaching tips strategies, research, and theory for college and university teachers. Belmont, CA: Wadsworth Cengage Learning.

Practicum Project Plan

Teaching Students to be Successful Learners

Laurie Fougere

Walden University

NURS-6500A-5 Capstone: Synthesis Practicum I

10/9/2011

Practicum Project Plan

Introduction
The purpose of the paper is to identify my practicum project plan. The goal of my project is to help students to learn to improve their test grades. The name of my project is teaching students to be successful learners. The structure of my paper will include the following: Introduction, Project Objectives, Evidence Based Review of Literature, Methodology, Resources, Formative Evaluation, Summative Evaluation and Timeline.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

My project is to create a course to teach students how to learn using creative teaching strategies. Some students struggle at my career school often requiring tutoring. I have discovered a need for students to learn how to study and learn. Students will do an assessment on their learning styles using online tools. Teaching students how to learn will help students to be successful learners. I will create a class that will teach students how to learn using various teaching strategies. Student will be an active participant in their learning.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Project Objectives

By the completion of my practicum experience, I will be able to do:

1. Conduct a needs assessment on student learning with both student and faculty.

2. Conduct a literature review on learning styles and various teaching strategies that will enhance student’s learning.

3 Implement a learning assessment tool to discover what type of learner they are using online resources.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Plan

5. Teach a class on how to learn using various teaching strategies that is student-centered.

6. Evaluate the effectiveness of the class through evaluating students and faculty-monitoring student’s progress in the classroom.

Evidence Based Review of Literature

Students struggle with their learning and need assistance to help them through the learning process (Cleland, Arnold & Chesser, 2005). The learning process needs to guide and facilitate students to utilize their pre-existing knowledge. Students need to use their life experiences and knowledge to connect to the learning process (Lieb, 2001). It is important for students to bring meaning to their learning experiences rather than memorize facts. Students learn best when there is meaning to what they are doing. They are better able to apply their new knowledge and integrate it in all realms of their learning experiences.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

A learner has a right to have an educational environment tailor to their individual needs. Students have the right to have a learning environment that will foster learning. Student centered learning is very important to engage your students and to make their learning experience more meaningful. Students need to be actively involved in their own learning experience (Blumberg, 2009). Through students own experiences will determine how they best learn. Acknowledging the diversity of learning styles and connecting with each individual student will help to build a learner-centered environment (Healey, 2008).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Methodology

Practicum Project Plan

The focus is through the students interactions with others plan to create a learning environment that promotes learning. The learning is interactive and students learn best when they are actively engaged in the learning process (Stanley, Dougherty, 2010). Students learn when they can bring meaning to their learning environment. In this design, students are part of the learning environment.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

In my lesson, I have created opportunities for students to do various activities that will allow them to apply their knowledge and use their critical judgment to complete the activity. Students will have to do critical thinking exercises, case studies and role-playing. They will be encouraged to be actively involved in their learning environment. My lesson plan is student-centered which actively engage the students to be active participant in the learning process and through activities, they are able to bring meaning to their learning. Students given opportunity to demonstrate their learning and apply it through real life situations.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Formative Evaluation

Student’s progress monitored on an ongoing basis to determine the effectiveness of the use of learner centered strategies to learn. Students and faculty given a quality and quantity questionnaire to learn how students learn and the possible barriers to learning. Stufflebeam’s evaluation model is appropriate to look at the learning process and evaluate the effectiveness of the learning process (Billings and Halstead, 2009). Evaluations are a central part to re-evaluating the effectiveness of the current curriculum and teaching (Kreiter & Lakshman, 2005).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Summative Evaluation

Practicum Project Plan

At the completion of the course, students will have an online evaluation to

evaluate the course and the instructors. The information gathered can help in strengthening the program. Student’s feedback is important part of improving the curriculum (Kruidering-Hall, O;Sullivan & Chou, 2009). Students have valuable insights, which allow us opportunity to develop program that is student focused. The feedback can determine the effectiveness of the lesson plan as well as improve the overall program. Online evaluations if constructed well can identify strength and weakness of the course, instructor and the overall program (Buccierei, Brown & Malta, 2011). I plan to use summative and formative evaluations in order to track my student’s progress and evaluate the effectiveness of my teaching. I will be able to monitor students throughout the program and make the necessary changes throughout the program to meet student’s needs while addressing their concerns (Stieger & Burger, 2010).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Resources

Plan is to communicate with faculty and have them select those students who are struggling in class. I sent out a memo to faculty about my plan. Some students selected to participate. Students are giving an option to participate or not. Literature review has begun. I am at the planning phase to choose which learning strategies I plan to use. Assessing students learning needs is important step to addressing students learning needs ( Hauer & Quill, 2011). Different learning assessment tools looked at to determine which one is user friendly. Plan is to narrow down the learning assessment tools to two. Students will go online and complete one of the two learning assessment tool. Students will attend a tutoring session that focuses on learning

Practicum Project Plan

process and techniques to help students learn better. Teacher and student interaction needs to be purposeful and deliberate to meet needs of the learners (Goodin & Stein, 2008). Plan is to design a class that meets the learner’s needs. This is where I will carry out my practicum project using creative teaching strategies. Creative teaching strategies can help capture the attention of the students. Students learn best when they are part of the learning process. Student-centered learning encourages students to participate in the classroom (Stanley & Dougherty, 2010). Students will have formative and summative evaluation. I will utilize the support of my preceptor and other faculty to carry out my practicum project.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Time Line:

Week 1 & 2: Students will use an assessment tool online to determine learning styles. Literature review on learning style and teaching strategies completed. Week 3 &4: Students will do a self-reflection journal on their learning process, which will include their study habits, things that improves their learning and some possible barriers to learning.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Self-reflection journal will be ongoing so students can see their progress to learning and studying. Students will attend a 1-2 hour a week class on strategies to being a successful learner. Week 5 &6: Student will develop a concept map on the following: their learning style, characteristics of the style, goals to learning, plan to learning, list strategies to learning, possible barriers to learning, support systems and other related information. Students will be actively involved in their learning. Creative teaching strategies used such as case scenarios, concept mapping, and learner-led class through presentation, reflective journal and role-playing exercises. Week 7 & 8: Formative evaluation conducted to determine the effectiveness of my goals and objectives. Week 9 & 10: Students

Practicum Project Plan

will take a multiple-choice exam to assess their knowledge on learning from the previous class. I will meet with student’s teachers and assess their progress to learning in the classroom as well as review their test scores. Week 11 & 12: Student will present their project to class.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Student will develop a plan on how they will continue to succeed at learning after the class is over. Plan to communicate with student’s teacher and develop an ongoing plan for student to be successful in the classroom. Assess student’s progress and test grades. Summative evaluation conducted. 13 & 14: Work with faculty to develop a plan to continue helping students to learn. I plan to suggest my school to start a peer led tutoring program to enhance students learning. Students tutoring other students can be beneficial. Students can guide other students to learn valuable skills to being successful learners (Blowers, Ramsey, Merriman, & Grooms, 2003). Students who tutor others can develop leadership skills through mentoring others.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Table
Week 1 & 2

3 &4

5 & 6

7 & 8

9 & 10

11& 12

13

Student use assessment tool online

Reflection

Journal

Concept map

Formative Evaluation

Multiple choice exams

Student Present projects

Work with faculty

Literature review

1-2 hr. class

Actively involved

class

class

class

transition

Teaching strategies

Teaching strategies

Meet with teachers

Student plan for success

Practicum Project Plan

References

Billings, D. M., Halstead, J. A. (2009). Teaching in nursing: A guide for faculty(3rd, ed.). St. Louis, MO: Elsevier.

Blowers, S., Ramsey, P., Merriman, C., & Grooms, J. (2003). Patterns of peer tutoring in nursing. Journal of Nursing Education, 42(5), 204-211.

Blumberg, P. (2008). Developing learner-centered teaching: A practical guide for faculty. San Francisco: Jossey-Bass.

Buccierei, K. M., Brown, R., & Malta, S. (2011). Evaluating the performance of the academic coordinator/director of clinical education: tools to solicit input from program directors, academic faculty, and students. Journal of Physical Therapy Education, 25(2), 26-35.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Cleland, J., Arnold, R., & Chesser, A., (2005). Failing finals is often a surprise for the student but not the teacher: identifying difficulties and supporting students with academic difficulties. Medical Teacher, 27 (6), 504-508.

Goodin, H., & Stein, D. (2008). Deliberative discussion as an innovative teaching strategy. The Journal Of Nursing Education, 47(6), 272-274.

Healey, W. E. (2008). Physical therapist student approaches to learning during clinical education experiences: a qualitative study. A Journal of Physical Therapy Education, 22(1), 49-58.

Practicum Project Plan

Hauer, J., & Quill, T. (2011). Educational needs assessment, development of learning objectives, and choosing a teaching approach. Journal of Palliative Medicine, 14 (4), 503-508.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Kreiter, C., & Lakshman, V. (2005). Investigating the use of sampling for maximizing the efficiency of student-generated faculty teaching evaluations. Medical Education, 39(2), 171-175.

Kruidering-Hall, M., O’Sullivan, P., & Chou, C. (2009). Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment. Journal Of General Internal Medicine, 24(6), 721-726.

Lieb, S., ( 2001). Principles of adult learning. Retrieved from: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adu lts-2.htm
Stanley, M., & Dougherty, J. (2010). Nursing education model. A paradigm shift in nursing education: a new model. Nursing Education Perspectives, 31(6), 378-380.

Stieger, S., & Burger, C. (2010). Let’s go formative: continuous student ratings with Web 2.0 application Twitter. Cyberpsychology, Behavior And Social Networking, 13(2), 163-167.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 1

Practicum Project Presentation

Slide 2

Topic: Teaching students to be successful learners. The learning process needs to guide and facilitate students to utilize their pre-existing knowledge. Students need to use their life experience and knowledge to connect to the learning process (Lieb, 2001). It is important for students to bring meaning to their learning experiences rather than memorize facts.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 3

Nurses need to be competitive. With the advances in nursing and changes in technology nurses need to be educated in a way that is going to meet the changing needs in healthcare (Phillip & Vinten, 2010). Nursing students are being challenged to think more critically and some struggle with the learning process. Teaching students how to learn will help the nursing students to become better learners and hopefully will be better nurses. The success of student’s learners is when student are actively engaged in the learning environment (Maunye, Meyer & van Velden, 2009). Nurse educators need to plan to meet the individual learning needs when teaching. It is important for nurses to use various teaching strategies to meet the needs of the learners.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 4

Needs assessment will be done with both faculty and student on student’s learning. Implement with students a learning assessment tool to discover what type of learner they are using online resources. Teach a learner centered class on how to learn using various teaching strategies. Evaluate the effectiveness of the class by monitoring student’s progress in the classroom.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

I have been successful in pursuing all my objectives. Students are improving their grades. The students report identifying their learning style has improved their learning experience. Students are gaining confidence in their abilities to being successful learners. Creative teaching strategies are helping students to learn. Student is successful when they can be part of the learning and given opportunity to apply their knowledge (Heise & Himes, 2010).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 5

The main focus is through the students interactions with others plan to create a learning environment that promotes learning. The learning is interactive and students learn best when they are actively engaged in the learning process (Stanley, Dougherty, 2010). Students learn when they can bring meaning to their learning environment. In this design students are part of the learning environment.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

In my lesson I have created opportunities for students to do various activities that will allow them to apply their knowledge and use their critical judgment to complete the activity. Students will have to do critical thinking exercises, case studies and role playing. They will be encouraged to be actively involved in their learning environment. My lesson plan is student-centered which actively engage the students to be active participant in the learning process and through activities they are able to bring meaning to their learning. Students are given opportunity to demonstrate their learning and apply it through real life situations.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 6

My project is to create a course to teach students how to learn using creative teaching strategies. Some students struggle at my career school often requiring tutoring. I have discovered a need for students to learn how to study and learn. Students struggle with their learning and need assistance to help them through the learning process (Cleland, Arnold & Chesser, 2005). A learner has a right to have an educational environment tailor to their individual needs. Students have the right to have a learning environment that will foster learning. Student centered learning is very important to engage your students and to make their learning experience more meaningful. Students need to be actively involved in their own learning experience (Blumberg, 2009). Through students own experiences will determine how they best learn. Acknowledging the diversity of learning styles and connecting with each individual student will help to build a learner-centered environment (Healey, 2008).NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 7

Lesson Plan was developed to help the learner to develop skills to become a successful learner. Students did an assessment on their learning styles using online tools. Teaching students how to learn has helped students to be successful learners. I created a class that taught students how to learn using various teaching strategies. Students were active participant in their learning.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 8

Week 1 & 2: Students assessment tool online used to determine student’s learning styles. Literature review on learning style and teaching strategies was completed. Ongoing literature review on learning styles and teaching strategies was done to capture the best tutoring environment that meets the individual needs of the learners.

Week 3 &4: Students use an assessment tool online to determine learning styles. Students did self-reflection journal on their learning process which included their study habits, things that improve their learning and some possible barriers to learning. Self-reflection journal is ongoing so students can see their progress to learning and studying. Students attend a 1-2 hour a week class on strategies to being a successful learner. Students attend a 1-2 hour a week class on strategies to being a successful learner.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 9

Week 5 &6: Self-reflection journal continues. 1-2 hour a week class on how to learn. Student develop a concept map on the following: their learning style, characteristics of the style, goals to learning, plan to learning, list strategies to learning, possible barriers to learning, support systems and other related information. Students actively involved in their learning. Creative teaching strategies used are case scenarios, concept mapping, and learner-led class through presentation, reflective journal and role playing exercises. Students actively involved in their learning. Creative teaching strategies will be used such as case scenarios, concept mapping, and learner-led class through presentation, reflective journaling and role playing exercises.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Week 7 & 8: Self-reflection journal continues. Students attend a 1-2 hour a week class on how to learn. Formative evaluation conducted to determine the effectiveness of my goals and objectives. Evaluation process helps you to determine how effective your curriculum is and discover ways to improve the overall program ( Bell, Pestka, Forsyth, 2007). Students will be actively involved in their learning. Creative teaching strategies will be used such as case scenarios, concept mapping, and learner-led class through presentation, reflective journaling and role playing exercises.

Formative Evaluation will be conducted to determine the effectiveness of my goals and objectives. Students will take a multiple choice exam to assess their knowledge on learning from the previous class. Meet with students teachers and assess their progress to learning in the classroom as well as review their test score

Practicum Project Presentation

Slide 10

Self-reflection journal continues. Students attend a 1 hour a week class on how to learn

Students will start to transition to be independent learners and use their skills learned.

Students will be actively involved in their learning. Creative teaching strategies will be used such as case scenarios, concept mapping, and learner-led class through presentation, reflective journaling and role playing exercises.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 11

Week 11& 12 Student will present their project to class. Student will develop a plan on how they will continue to succeed at learning after the class is over. Plan to communicate with student’s teacher and develop an ongoing plan for student to be successful in the classroom.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Assess student’s progress and test grades. Summative evaluation will be conducted.

Week 13 & 14 Work with faculty to develop a plan to continue helping students to learn. I plan to suggest my school to start a peer led tutoring program to enhance students learning. Students tutoring other students can be beneficial. Students can guide other students to learn valuable skills to being successful learners (Blowers, Ramsey, Merriman, & Grooms, 2003). Students who tutor others can develop leadership skills through mentoring others.

Practicum Project Presentation

Slide 12

Survey was developed to determine the needs of the learner. Ten students participated in the survey which later was used to develop an individual learning plan for each student.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 13

Students often struggle with management skills. They have hard time being organized and managing their time. The students that were surveyed half struggle with managing their time and the other half stated they plan everything and was organized.

Three students stated they need to make a list to be organized. Two individuals stated they just show up to appointments and find their management skills to being chaotic. Those that stated they were organized did agree that they could improve their skills further since starting school and taking on new responsibilities.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 14

Students were able to learn their own learning style using online resources. Students reported that knowing their learning style help those to better understand how they learn best. Two of the students reported being visual learners. The hands on, combination and audio categories had three students. Each student was able to learn from each other learning styles and was able to learn various strategies to learning.

Practicum Project Presentation

Slide 15

Organization is an important tool for students to be successful learners. Students often need to balance work, school and family life. In order for students to be successful they will need learn how to be organized. Half of the students were organized and have an organization system. The other half reported being disorganized and requested help to get organized.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 16

Eight of the students reported using flash cards as a way to study for a test. Two students reported memorizing for the test and reported it being an overwhelming and time consuming experience. Four students preferred studying alone. Six students reported needing to copy notes and reading the material over and over. One student reported not studying and reports grades are up and down. The student reported feeling overwhelm with all the material so the student would avoid studying. Four students reported learning best when working in study groups. They reported learning best when they are able to process things out loud. Students who prepared for the test were found to have a better overall grade than those who do not.

Practicum Project Presentation

Slide 17

Stress can get in the way of the student’s learning. Identifying students risk to stress as well as how one handles stress will help determine student’s individual learning plan to being a successful learner. Two students reported communication helps them deal with their stress. Four students reported handling stress appropriately. Two students reported ignoring stress in the hopes it would just go away. One reported blowing up when stress reached its peak if the student did not address it soon enough or work towards preventing it.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 18

Students have their own idea of what type of learner they are. Half the students reported struggling with learning and the other half students reported being hard worker. One student admitted being a perfectionist. Three students identified themselves as being a procrastinator. Four reported doing their best but admitted sometime their best was not good enough.

Practicum Project Presentation

Slide 19

Majority of the students reported studying eight hours or less a week. Only one student reported studying eight hours or more. Two students reported studying 4-6 hours and two reported 6-8 hours. Three students reported studying 3-4 hours. One student reported studying 1-2 hours and one student 1 hour or less. Studying time can be enhanced if students learn how to study to maximize their studying and to improve their grade.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 20

Six students reported needing improvement and five students reported being dissatisfied. One student reported not studying. One student reported having excellent studying skills. This student was able to help other students to develop better studying skills. Four students reported having good studying skills.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 21

Five students reporting taking notes and making outlines to study. One student reported not studying. Two students reported needing to study alone. Five students reported using flash cards, needing to record self and five students reported being hands on learners. Six students reported needing study groups to learn.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 22

Six students reported having some college. Some of those students reported struggling at the college level. Four students reported having a high school degree or a GED.

Practicum Project Presentation

Slide 23

Students were able to learn ways to be successful learners through participating in the survey as well as taking assessment tool online to determine learning style. Survey demonstrated students having diverse learning needs and they would benefit from a variety of learning approaches to accommodate everyone’s learning style.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 24

Teachers reported student’s grades improved taking this class. Students were able to develop skills to enhance their learning. Students developed confidence in their learning. Test taking strategies made it easier for the students to learn how to take test and answer questions appropriately. Students learned to develop critical thinking skills and learn to think critically when taking the tests. The information gathered helps to improve the lesson plan to meet the individual needs of the learner.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 25

Lesson plan was developed and divided up weekly. Students participated in the class setting and became active learners. Class was scheduled for 1-2 hours a week. Students worked closely with their teachers as well as study groups. Survey was given at the beginning to assess students individualized learning needs. Students developed their own learning plan focusing on their learning style and educational goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation

Slide 26

I teach at a career school that designed to prepare students for entry-level employment for the career they have chosen. My goal is to learn and teach various teaching strategies to focus on student-centered learning. Being a good instructor involves understanding the individual needs of your students, which includes creating an atmosphere that foster learning is very important (Svinicki & Mckeachie, 2006).NURS 6600 Capstone Synthesis Practicum Assignment Papers. I created a mini course teaching students how to learn using various teaching strategies to engage the learner. Creating a course design needs to capture the audience learning needs which creates learning opportunities that build on prior knowledge to form new knowledge (O’Neil, Fisher & Newbold, 2009). The presentation will open up opportunity to identify a need in the curriculum. My proposal will be to recommend an online class for all students enrolling at Intercoast. The class will be a beginner class to prepare students to be successful learners. Student benefit from having an introduction class to learn how to be successful learners. Intercoast has students from all ages and culture. Students and teacher interaction needs to be purposeful and deliberate to meet needs of the learners (Goodin & Stein, 2008). The learning environment needs to address the student’s diverse needs. Teachers also need to recognize the learning needs of the diverse population we serve.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Practicum Project Presentation
Slide 27

Practicum Project Presentation

Slide 28

Practicum Project Presentation

Slide 29

Practicum Project Presentation

Slide 30

Students learned how to be successful learners. Student’s grades continue to improve.

End of Program Outcome Evaluation

MSN Graduate Characteristics

Individual Student Learning Outcomes (ISLOs)

Course #; Learner Assessments (Evidence according to alignment of learner outcomes from syllabus chart)

Student Outcome:

Community/ Professional Service

Student Outcome:

Scholarship/ Practice

Student Outcome:

Social Change

LEADERS/

CHANGE AGENTS

LO1 – Synthesize organizational/systems leadership for cost-effective specialist nursing practice that contributes to high-quality healthcare delivery, advancement of the nursing profession, and social change.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6150:Promoting and Preserving Health in a diverse Society

NURS 6110: The Nurse Leader: New Perspective on the Profession

NURS 6200: The Nurse Administrator: Leading and Managing for Excellence.

Initiated a group at a social club and life enhancement center for people with mental illness and substance abuse to reduce stigma to mental illness and help members to build relationship with the community.

Became a team leader and became employee of the month. Took charge at Health Dialog and organized educational events and organized team building exercise for everyone on team.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Volunteered on United Way Committee and raised money for agencies that provided services for the low income and disabled.

Support group at the social club help members to focus on recovery and taking an active role in their health. Members are taking charge of their life instead of allowing their illness to take over their health. Created community resources to connect community to develop relationship with the mentally ill.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

SCHOLAR-/ EVIDENCE-BASED PRACTITIONERS

LO2 – Critique evidence-based literature drawing from diverse theoretical perspectives and pertinent research to guide decision-making that demonstrates best practices for specialist nursing practice in a global society.

NURS6130 Evidence Based Nursing Practice

NURS6100Understanding Healthcare Systems

NURS 6330: Curriculum Development Assessment and Evaluation

NURS6300:Student Centered Learning in Nursing Education

Identified practice variations in the community that would lead patients to have unnecessary treatments and surgeries. Provided presentations to the community on having a partnership relationship with their doctor. Encouraged patients to take an active role in their health care.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Participated in research committee and created power point presentations and poster presentation to demonstrate research information. Used the information and provided my members with evidence based research information.

Created a tutoring program and help students to actively participate in their learning. Utilized research information to help students to learn .

Utilized evidence based practice information for my member. Provided my member with the most informed information to make a health care decision that was right for the member.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

PROFESSIONALS/ COLLABORATORS

LO3 –
Integratively assess, diagnose, plan, implement, and evaluate cost-effective healthcare strategies that reduce health disparities by patient/population advocacy for access to specialist nursing care.

NURS 6100: Understanding Health Care Systems

NURS 6150: Promoting and Preserving Health in a Diverse Society

Advocated for the mentally ill to receive healthcare services. Participated on the Board of Directors at Amistad for people with Mental Illness. Help with the development of peer support program for consumers of mental health.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Created a clinical site to treat the mentally ill and low income families. Students went to Wal-Mart and provided customers with health clinic screenings. Students learned how to meet the health care needs of the disadvantaged.

Created case scenarios for students to utilize their critical thinking skills to apply in the clinical setting. Students learned effective assessment skills to screen for health problems. Students were successful in preventing complications.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

EFFECTIVE COMMUNICATORS

LO4 –
Demonstrate ability to effectively communicate using audience-specific oral, written, and information technology for professional delivery of specialist nursing care.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

NURS 6320: Integrating Technology in into Nursing Education

Participated in a Simulation Lab to teach students. Students learned about the technology to perform life saving measures.

Students were able to communicate in post conference and debrief on the case.

Taught a class on how to listen at a deeper level. Taught communication skills and skills to impact our members so they could learn about their health.

Promoted Wellness through communicated with my colleagues and giving a power point presentation on the topic.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

EDUCATORS/

CONSULTANTS

LO5 –
Evaluate health needs of diverse populations for necessary teaching/coaching functions based on specialist nursing knowledge to restore/promote health and prevent illness/injury.

NURS6100: Understanding Healthcare Systems

NURS6150 Promoting and Preserving Health in a Diverse Society

NURS 6340: The Nurse Educator Roles, Responsibilities, and Relationships

NURS 6500 Capstone

Participated in research project at Health Dialog to learn the various needs of the members we provided and educated health coaches how to provide quality care to our members.

Created PowerPoint presentation to teach students about fluid and electrolytes. Students participated in case scenarios to recognize and prevent illness.

Created an in-service for my colleagues on back and neck pain.

Brought students to care for people with mental illness and substance abuse to meet their diverse health needs. Students fundraised money as well as food and clothing and donated it to this population while addressing their healthcare needs.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

HEALTHCARE PROVIDERS

LO7 – Implement specialist nursing roles to promote quality improvement of patient-centered care in accordance with professional practice standards that transform health outcomes for diverse populations.

NURS6140: Ethical and Legal Views of the Changing Healthcare System

NURS 6500 Capstone

NURS6120 Linking Theory to Practice

Taught students how to ethically and legally take care of their patients. They learned their role as a health care provided. Students learned how to recognize and deal with ethical dilemmas. Students had to enact an ethical dilemma and present it during open house as an educational tool for the community.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Taught a class on diversity and sensitivity training for faculty.

Taught students how to provide culturally sensitive care.

Used nursing theories to educate students to provide safe cultural competent care.

Advocated in the community for providers to provide patient-centered care. Held Forums for mental health consumers to become active in their health and help them develop a partnership relationship with provider.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Final Reflection

Final Reflection

NURS 6510: Capstone Synthesis Practicum II

Walden University

Laurie Fougere

12/15/2011

Final Reflection

Scholarship gives meaning to achieving excellence in the nursing profession. Participating in scholarship allows for personal and professional growth. I participated in Scholarship through doing research and participating in research committee. Scholarship encompasses all aspects of professional development and growth. Research is only part of the process that allows one to achieve professional growth. I currently do not participate in formal research but plan to participate in future research activities. In preparing for my lesson plan, I do research on topic area to be covered. Through the research process, I am able to bring relevance to the topic being covered and support the information being sought. With scholarship, I am able to participate in scholarly activity and support the needs of my students and my organization.

Service helps me to give back and meet greater need of my community and my organization. Volunteering and donating your time to meet the needs of your institution allows for personal and professional growth. People can grow and strengthen its relationship with their organization through providing service to meet the needs of the organization. My students and I volunteered our service at several health clinics caring for diverse population focusing on health prevention.

Nurses need to be competitive. With the advances in nursing and changes in technology nurses need to be educated in a way that is going to meet the changing needs in healthcare (Phillip & Vinten, 2010). Nursing students are being challenged to think more critically and some struggle with the learning process. Teaching students how to learn will help the nursing students to become better learners and hopefully will be better nurses. The success of student’s learners is when student are actively engaged in the learning environment (Maunye, Meyer & van Velden, 2009). Nurse educators need to plan to meet the individual learning needs when

Final Reflection

Teaching. It is important for nurses to use various teaching strategies to meet the needs of the learners. On November 3, 2011, I attended opening ceremony to a simulation lab at University of Southern Maine to give students realistic experience to learn how to care for patients. With the advances in technology, simulation lab experiences give students the opportunity to get close to the real life situation (Limoges, 2010). Utilizing technology to educate students allows for students to have a realistic experience that will allow students to provide patient with safe and effective care.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

Students were able to contribute to social change by making positive relationships with the mentally ill and the community. Through engaging in scholarship activity is when we can learn through our actions and contribute to a greater cause (Ward, 2008). Caring for members at the social club living with mental illness and substance abuse allow my students to gain appreciation for this population. Students help to reduce the stigma to living with mental illness through educating the public about mental illness. Through the students efforts social change occurred.

Scholarship involves teaching, service and other scholarly activities that encourage us to challenge ourselves and pursue excellence in everything we do to promote personal and professional growth (Waller, Clutter & Karni, 2010). Advancing in technology and the demands of nursing requires nurses to further their education. Higher level of education is important for the nurse to pursue to stay up to date with their nursing skills as well as achieve nursing excellence. Nurses can meet scholarship and service needs through furthering their education and meeting the needs of healthcare. I plan to further my education and pursue Doctor of Nurse

NURS 6600: CAPSTONE SYNTHESIS PRACTICUM – Discussion 1
NURSE PRACTITIONER (NP) STUDENT CLINICAL ORIENTATION
Walden University
Nurse practitioner program
AGACNP
AGPCNP
FNP
PMHNP
Welcome
This power point will discuss highlights of our clinical courses and will provide a quick access guide , with classroom requirements and reminders.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Dr. Jennifer Stone – Clinical Supervisor, jennifer.stone2@mail.waldenu.edu
Dr. Tara Harris – PT Clinical Supervisor, tara.harris4@mail.waldenu.edu
2
Welcome to NP Program
Dr. Linda Steele – NP Program Director
Dr. Timothy Legg – PMHNP Coordinator
Dr. Salma Hernandez – AGACNP & AGPCNP Coordinator
Dr. Phyllis Morgan – FNP Coordinator
Dr. Stefanie Gatica – FNP Coordinator
Dr. Jennifer Stone – Clinical Supervisor
Dr. Tara Harris – Clinical Supervisor
NP Full time faculty
Dr. Rachel Carlton
Dr. Eva Hvingelby
Dr. Mahaman Moussa
Dr. Erica Sciarra
Dr. Jeani Thomas
Dr. Cindy Trent
Dr. Gretchen Zunkel
Chain of Command and Course Coordinator Support
Any questions or concerns about your clinical course:
First point of contact is the Clinical faculty
Didactic faculty – clinical faculty will contact if help is needed.
Lead faculty – didactic faculty will contact if help is needed.
Course coordinator – lead faculty will contact if help is needed
Clinical Supervisors – faculty will contact for specific clinical issues or questions
Course Coordinators
Timothy Legg – 6512, 6630, 6640
Salma Hernandez – 6501, 6540, 6550, 6560
Phyllis Morgan – 6521, 6551, 6565
Stefanie Gatica – 6531, 6541
Student resources
Student Assistance Program – Students, and anyone in their households, who want to use this service or are referred for assistance should be encouraged to call 1-866-465-8942 (TDD: 1-800-697-0353) or visit http://inside.WaldenU.edu/sap for more information. When students request services from the program, they will be asked for a Walden ID. That ID is SAP4EDU.
Writing Center – http://academicguides.waldenu.edu/writingcenter/home
Walden library – http:// academicguides.waldenu.edu/library
Technical support – 800-925-3368
PRE-CLINICAL INFORMATION
Students are to create a schedule for clinical hours that the student and preceptor have agreed upon and email it to your clinical faculty
Please save it in a calendar format and include your contact information as well as preceptor’s contact information on the schedule
Save the file name and “clinical schedule”
You must email the schedule to Clinical Faculty
Clinical faculty will call or email student and preceptor to set up a minimum of 1 phone conference and 2 email contacts during the quarter
PRECLINICAL INFORMATION FOR STUDENTS
You should reflect and prepare learning goals and objectives for the course
Review the course objectives
Review SOAP notes article
Review the preceptor evaluation of student
Review the Competencies for your specialty (AGACNP, AGPCNP, FNP, PMHNP) by visiting the following sites:
Core Competencies for nurse practitioners http :// nonpf.com/associations/10789/files/NPCoreCompetenciesFinal2012.pdf
AGPCNP Competencies http:// nonpf.com/associations/10789/files/Adult-GeroPCComps2010.pdf
FNP Competencies http:// www.nonpf.org/associations/10789/files/PopulationFocusNPComps2013.pdf
AGACNP Competencies http:// www.aacn.nche.edu/geriatric-nursing/Adult-Gero-ACNP-Competencies.pdf
PMHNP Competencies: http:// www.aacn.nche.edu/education-resources/PopulationFocusNPComps2013.pdf
8
CLINICAL ATTIRE
STUDENTS MUST WEAR APPROPRIATE ATTIRE
Appropriate InappropriateComfortable and practical Clothing that is distracting or offensive to othersLab Coat with name tag Clothing with words, terms or pictures that may be offensive to othersPressed and clean Clothing that works for the beach, yard work, dance clubs, exercise sessionsFashion brand names on clothing Clothing that reveals too much cleavage, your back, your chest, your stomach or your underwearProfessional appearance Torn, dirty or frayed clothingClosed-toe shoes JeansClean nails
Name Tag
Instructions for making your name tag
Students go to myWalden Portal
Welcome Center tab
Get Prepared tab
Scroll to bottom of page #7
Print ID badge
If your clinical site requires a photo ID, please add a passport photo (scan your photo with name tag)
10
Resources STUDENTS should take to CLINICAL
Practice guidelines for your specialty program: FNP, AGACNP, AGPCNP, and PMHNP
Ask preceptor if acceptable to use smartphones, etc. while in the setting
Pharmacology applications on your smartphone or iPad, etc.
Ask preceptor what resources they use most often
STUDENT Expectations
Print the Syllabus for the Course and hand deliver to your preceptor and review the objectives for the course
Students should see the minimum number of patients outlined in this presentation.
Generally you should:
Ask the patient if they mind if you see them in combination with your preceptor
Perform your assessment: Subjective, Objective Data
Make a list of differential diagnoses
Form a tentative plan of care – look for teaching opportunities – look for evidence to back your plan
Consult with your preceptor and revise your assessment, diagnoses and plan
STUDENTS First Day
Students should be oriented to the clinical site by preceptor or office personnel for a maximum of 8 hours
The lay out of the office
Office procedures
Lunch
Restroom locations
Other
Orientation/observation to the site
**NEW **Requirements for patient encounters per course
Consensus of patient numbers by course. These are MINIMUM numbers of patients:
NURS 6531 – 144 patients in 144 hours
NURS 6540 – 100 patients in 144 hours
NURS 6541 – 144 patients in 144 hours
NURS 6550 – 75 patients in 144 hours
NURS 6551 – 100 GYN patients; 25 OB patients in 144 required hours
NURS 6560 – 75 patients in 144 hours
NURS 6565 – 144 patients in 144 hours
PMHNP Courses: NURS 6640, NURS 6650, NURS 6660, NURS 6670:
“Students in the PMHNP program will need to complete 144 hours of practicum in EACH of the four practicum courses. It is acknowledged that a variety of factors will influence the number of clients seen, but students should strive to see as many clients possible each clinical day.”
*A minimum of 144 clinical hours are required in each practicum course. More hours can be completed but cannot transfer to another clinical course.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Meditrek
Students are to upload their information on the time log and patients log every 48 hours.
Midterm and final evals by preceptor need to be completed in Meditrek.
Midterm eval should be completed prior to midterm conference call, then reviewed.
Didactic faculty are responsible to ensure ALL clinical students have their time logs signed and final evals completed prior to entering final grade.
Meditrek Contact Information
If the preceptor does not receive an email with login information, the student or the preceptor should email the preceptor’s name and email, along with the student’s name and Walden ID number to SONPreceptor@waldenu.edu and the login information will be sent to the preceptor directly.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
How do STUDENTS document patient encounters at clinical site?
This will be up to the preceptor and clinical faculty
It is a good idea to learn from each site as many have electronic medical records
The preceptor may want you to hand write your SOAP note
Documenting Clinical Experiences for the Course
To prepare for this course’s Practicum Experience, address the following in Practicum Journal (AGPCNP and FNP students ONLY):
Select and describe a nursing theory to guide your practice.
Develop goals and objectives for your Practicum Experience in this course. When developing r goals and objectives, students are to be sure to keep the competency domains of practice in mind.
Create a timeline of practicum activities based on your practicum requirements.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Documenting Clinical Experiences for the Course
All patients must be entered on the NP Patient Log within 48 hours of each clinic day.
All clinic hours must be entered on the Time log within 48 hours of each clinic day.
Clinical faculty will review all NP patient logs and Time logs periodically throughout the course. Students are to keep them up-to-date at all times.
Weekly Journal Entries are required but only submitted Weeks 3, 7 and 10 (or as directed in clinical course).
Grading CLINICAL JOURNALS and Time LogsFor the Journal Entries and Practicum Time Logs—which are assessed with a Satisfactory (S) or Unsatisfactory (U) score—the numerical grade will show as 0 points and the “S” or “U” will be posted in the Feedback area by your Instructor. These scores of 0 points do not affect your grade; they simply allow for a placeholder to place the “S” or “U” scoring. *All journal entries must be done and graded satisfactorily before a passing grade in clinical can be achieved.
Midterm and Final Evaluations
All students are required to have their preceptor complete a midterm and final evaluation in order to pass the course
Midterm evaluation is done through Meditrek and should be completed by the preceptor during weeks 4-6; the preceptor will receive login credentials to Meditrek beginning in week 3.
Students must have a satisfactory final evaluation by preceptor in Meditrek by end of week 10.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
All students are required to have their preceptor and practicum site evaluation in Meditrek by end of week 10.
What happens if…
Student or preceptor is ill or has an emergency
Students are to notify their clinical faculty and make plans to obtain the missed hours
If student is ill, please make sure you notify your preceptor
If student and/or preceptor terminate the agreement
Students are to notify clinical faculty immediately and be proactive in securing another preceptor
Clinical Failure
Behaviors constituting clinical failure include, however are not limited to, the following:
Demonstration of unsafe performance and/or decision-making skills.
Failure to complete clinically related class assignments and/or clinical log.
Failure to complete the required clinical hours and patients numbers
Falsification of clinical hours, records, or documentation.
Failure to complete clinical hours with approved preceptor. All preceptors must be approved or clinical hours will not count.
Students Must Remember…NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Students are a guest in the clinical setting and should act politely at all times
Students are not make personal phone calls. Turn your phones on vibrate and take calls only during breaks
Always thank the patient and preceptor and office staff
Be active in the learning process
You are there to learn to be a health care provider. You are not a nurse in the clinic.
It is ok to be wrong. We expect that as part of the learning process.
Ask questions!
IF YOU DON’T KNOW…
Ask preceptor
Ask clinical faculty
Ask didactic faculty
We all want students to learn and be successful
Specialty Coordinators

You now have the opportunity to bring all the knowledge you’ve gained from your educational pursuits to the playing field. NU 749 Capstone Synthesis brings together the theoretical knowledge and practice skills you’ve acquired from core and specialty focus courses.

By considering the potential interplay of legal, economic, political, regulatory, and ethical factors in health care, you’ll identify a problem related to your specialty focus (educator or administrator) that is amenable to an evidence-based intervention and spend the next eight weeks applying your knowledge to address the situation.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

What You’ll Learn in NU 749
In this course, you’ll develop, implement, and evaluate an evidence-based intervention with the guidance of a master’s or doctorate prepared RN preceptor. You’ll present the process and outcomes in a scholarly paper and presentation. You’ll also compile a portfolio to substantiate achievement of MSN program and university outcomes.NURS 6600 Capstone Synthesis Practicum Assignment Papers.

This capstone course is typically taken after all coursework is completed.

Course Topics
Throughout this course, weekly topics may include but are not limited to:

Finalizing Your MSN Coursework
Ethical Leadership
Compiling Your Capstone Synthesis Materials
Portfolio Completion and Lifelong Learning
Legal and Regulatory Factors
Final Synthesis Paper
Regulatory Relevance
Completion
Course Learning Outcomes
Upon successful completion of NU 749, you will be able to:

Present evidence in a scholarly writing project and presentation to demonstrate integration and understanding of knowledge, skills, and attitudes acquired in core and specialty focus courses to advance nursing practice.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Participate in knowledge dissemination in a specialty area reflecting on assessment, planning, implementation, evaluation, and dissemination methods used to improve expected practice, health care outcomes and/or support policy change by sharing immersion experience and outcomes.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Complete and submit an academic/professional portfolio that provides evidence of meeting program outcomes, professional, and personal goals.
Analyze factors relevant to the professional role, including political, institutional, social, and economic forces that impact the professional role.
Explore with mentor and peers the effect of legal, economic, regulatory, and ethical leadership in the specialty areas.
Define strategies to remain competent in the specialty role and incorporate life-long learning.
Share findings of resources used to affect the delivery of safe, quality, cost effective, culturally responsive, and evidence-based care practices for diverse populations in diverse settings and how this may apply to future goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers.
Get Started
To learn more about Capstone Synthesis or other courses in the online MSN program from the University of Saint Mary, call 877-307-4915 to speak with an admissions advisor or request more information.

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