Substantive Change Application for addition of a Doctor of Nursing Practice Program
Winona State University
Introduction
The following is the substantive change application for a new Doctor of Nursing Practice (DNP) program at
Winona State University (WSU). The Doctor of Nursing Practice (DNP) program is the first doctoral level program
offered at WSU.
WSU is currently partnering with three other Minnesota State College and Universities (MnSCU) institutions to
deliver the MnSCU Consortium DNP program. The Consortium DNP was approved by the Higher Learning
Commission (HLC) as a consortium program only. The intent of the Consortium was to provide the partnering
universities with an opportunity to develop faculty and teaching/learning resources to support the eventual
development of individual DNP programs at each campus. The increasing demand for advanced practice nurses
and the recommendation from the American Association of Colleges of Nursing that the educational preparation
for entry into advanced practice be the DNP are both driving the need for regional DNP programs in Minnesota.
The Consortium DNP program was successful in preparing the WSU graduate nursing faculty for teaching at the
doctoral level. The opportunity also gave the faculty experience and knowledge of how to work with and guide
doctoral level students through the rigors of doctoral level evidenced based practice projects. The graduate
nursing faculty is well prepared to make the transition from the Consortium DNP program to a stand-alone
program at WSU. They have developed a realistic plan for transitioning from the current master’s level
specialties to the DNP. The plan for transition will only require an addition of 1.33 FTE of faculty assignment.
The Graduate Program in Nursing at Winona State University is the largest graduate nursing program in the
MnSCU system. We currently offer specialty programs in Acute Care Nurse Practitioner, Adult/Gerontology
Clinical Nurse Specialist, Adult/Gerontology Nurse Practitioner, Family Nurse Practitioner, Nurse Educator, and
Nursing and Organizational Leadership. The ongoing demand for these specialties is fueled by the rich health
care environment surrounding WSU. To our north is Minneapolis and St. Paul (125 miles) with numerous large
healthcare systems; to our southeast is La Crosse (20 miles) with two large healthcare centers (Gundersen
Lutheran and Mayo Franciscan); throughout the WSU region are the Mayo Clinic and the hospitals and clinics of
the Mayo Healthcare System.
There is rapidly growing interest in the DNP at WSU. A 2011 survey of 3,000 randomly selected nurses in
Minnesota, and adjacent areas of Iowa, North Dakota, and Wisconsin resulted in 199 responses from nurses
interested in the DNP. Of the 199 responses 54 were from the WSU regional area (i.e., southeastern and south
central Minnesota). These data are consistent with the enrollments in the current Consortium DNP. Over one
half of the graduates from the Consortium DNP were from the WSU region. Anecdotal information from
prospective students indicates a strong shift in preference from the master’s level program to the DNP. This shift
in preference is particularly strong among those nurses seeking advanced practice nursing education.
Substantive Change Application, Part 1: General Questions
New Programs
Institution: Winona State University City, State: Winona, MN
Name of person completing this application: Nancy Jannik Date Submitted: 12/08/2011
Title: Provost and VP Academic Affairs Phone: 507-457-5010 Email: njannik@winona
The questions are designed to elicit brief, succinct, detailed information, rather than a narrative or references to extensive supporting documents. Do not attach other documents unless they are specifically requested in the questions.
The total submission should be no more than 10-12 pages on a single classification of change. The submission should be no more than 20 pages total on an application addressing multiple change requests.
Submit the completed application as a single electronic document (in Adobe PDF format) emailed to [email protected].
Requested Change(s). Concisely describe the change for which the institution seeks approval.
Please Note: If submitting a change request for a new program and distance offerings or a new program and location, the institution should submit the New Program Application. Otherwise an institution submitting more than one change request should complete multiple applications, one for each type of change.
Winona State University is requesting to add a new program at a level not previously offered by the University. Specifically we request the addition of the Doctor of Nursing Practice program.
Classification of Change Request. Check all boxes that apply to the change.
Note: not every institutional change requires prior review and approval. Review the “Overview of Commission Policies and Procedures for Institutional Changes Requiring Commission Notification or Approval” to make certain that current HLC policy requires the institution to seek approval.
Change in mission or student body: change in mission
change in student body
Five or more courses:
at a degree level not now included in the institution’s accreditation
at an out-of-state or foreign location New additional locations:
in home state
in other state(s) or in other country(ies) New branch campus:
new or additional campus(es)
New academic program(s) requiring HLC approval:
certificate bachelor’s
diploma master’s/specialist associate’s doctorate
Consortial or contractual arrangement:
Consortial arrangement
Contractual arrangement
The institution has completed the
Distance Delivery:
Initiation of distance education
Expansion of distance education
Initiation of correspondence education
Screening Form for Contractual
Arrangements and has been advised that approval is required. (If not, see the Substantive Change Screening Form for Contractual Arrangements)
Other:
Substantially changing the clock or credit hours required for a program
Substantive Change Application, Part 2: Topic-Specific Questions
New Programs
An institution should submit a separate application for each requested program. Each proposed new program should be identified by using the Classification of Instructional Programs terminology (CIP codes). CIP codes are established by the U.S. Department of Education’s National Center for Education Statistics as a taxonomic scheme that supports the accurate tracking and reporting of fields of study and program completions activity. More information is available at http://nces.ed.gov/ipeds/cipcode/.
Attach the “Substantive Change Application–General Questions” as page one of your application. That completed form and your answers to the questions below will constitute your request for approval of a substantive change. It will be provided to future HLC review processes.
Name of Institution:
Winona State University
Part 1. Characteristics of the Change Requested
1. Identify the basic characteristics of the proposed educational program as indicated below:
a. The full program name is “Doctor of Nursing Practice (DNP)”, the degree is the Doctor of Nursing Practice. The CIP codes for the five specialty programs are as follows: family nurse practitioner (FNP):
51.3805 , adult/gerontology nurse practitioner (A/G NP):
51.3803, acute care nurse practitioner
(ACNP):51. 3814, adult/gerontology clinical nurse specialist (A/G CNS):
51.3803 or nursing and
organizational leader (NOL): 51.3802.b. The minimum credit hours required for the DNP is 72 credits post-baccalaureate. The program credit requirements by specialty program are as follows: FNP=79; A/G NP=73; ACNP=74; A/G CNS=73; and NOL=73.
c. The typical full time student will complete the program in three academic years. Part-time students will have up to seven years to complete the degree.
d. The proposed initial date for implementation of the program is fall semester 2012.
e. The primary target audience for the program is full- and part-time practicing baccalaureate-prepared practicing nurses.
f. This will be an ongoing program.
2. This program will be offered at the Winona State University-Rochester, MN (WSU-R) and the Winona State University-Winona, MN (WSU-W) campuses simultaneously. The program of study includes nursing science core, direct care core, and specialty courses.
3. All nursing science core courses will be offered once per academic year by ITV originating from WSU-R and once per academic year via hybrid delivery methods. Students will choose whether they will take nursing science core courses by ITV or hybrid delivery. The maximum number of credit hours earned by ITV or hybrid will be 38 semester hours. The NOL program students will take an additional 19 credits by ITV or hybrid within their program specialty for a total of 57 semester hours.
5. No involvement by external organizations (other than accredited higher education institutions) in key operations is planned.
6. No involvement with other accredited higher education institutions in key operations identified above, is planned.
Part 2. Institution’s History with Programs
Does the institution currently offer a program at the same instructional level and with the same 4-digit CIP code (XX.XX) as the proposed program? If so, identify the program currently offered and whether it is a degree program. Will the proposed program replace the program currently offered? Yes, Winona
State University (WSU) Graduate Nursing Faculty has been fully involved in the Minnesota State Colleges and Universities (MnSCU) Consortium Doctor of Nursing Practice (DNP) program. Five of the current WSU Graduate Faculty members were part of the initial curriculum and program planning for the Consortium. Throughout the history of the Consortium DNP more than 50% of the admitted and enrolled students have been from the WSU regional area. There have been 12 DNP graduates from WSU through this Consortium program. WSU has led and participated in activities of planning (2005), implementation (2007-current), and evaluation (2011) of the Consortium DNP. Since its inception, all Universities within the consortium have developed the capacity for graduate nursing faculty to teach at the doctoral level, particularly the capacity to guide evidence-based clinical scholarship projects completed by each of the DNP students. WSU Graduate Nursing Faculty have successfully taught in all didactic and clinical scholarship courses and advised capstone students throughout the history of the program. The attached Three-Year Assessment document (Appendix A) demonstrates that program goals have been successfully met and that outcomes achieved the quality goals set forth at the outset of the Consortium program. Identified problems within the Consortium DNP will be largely remedied by “stand alone” DNP programs that are University-based. There are currently 13 enrolled Consortium DNP students at WSU. WSU was the responsible party for conducting the State and Regional Needs Assessment on behalf of the Consortium; was part of writing the 3-year MnSCU Evaluation Report and is committed to “teaching out” the Consortium DNP students who are currently enrolled while transitioning to offering the DNP as stand-alone entity.
7. Does the institution currently offer a program at the same instructional level and with the same
4-digit CIP code as the proposed program? Yes, WSU is currently a partner with three other Minnesota State Colleges and Universities (MnSCU) schools in the aforementioned MnSCU Consortium DNP program, which is a post-master’s DNP. This Consortium was granted permission to conduct doctoral level education as a consortium by the Higher Learning Commission in 2007. The final cohort in the Consortium will graduate in spring 2013 and WSU is a full and active partner within this Consortium. All ten (10) full time graduate faculty who will teach in the proposed WSU DNP program have taught courses and/or advised graduate students within the Consortium DNP. The proposed program will replace the program currently offered.
8. Does the institution currently offer two or more programs at the same instructional level with same 2-digit CIP code (XX.) as the proposed program? If so, identify the two such programs with the highest numbers of graduates during the past year, along with their numbers of graduates. No
Part 3. Institutional Planning for Program Change
9. What impact might the proposed program(s) have on challenges identified as part of or subsequent to the last comprehensive visit or reaffirmation panel and how has the institution addressed the
challenges? None. There were no challenges identified that relate to the DNP program.
10. What is the impact of the proposed program on existing programs in terms of finances, enrollment, and staffing? Any impact will be minimal and limited to upon the current graduate programs in nursing.
The financial impact is limited. The Minnesota legislature approved practice doctoral level program delivery for the Universities in the MnSCU system in 2005. The legislation included a requirement that the practice
doctorate programs in MnSCU be financially self-supporting. After analysis of the level of interest and need in the region, the tuition for the program was set at $625/credit. Student tuition that would be generated by 26
generate revenue of $525,625.00. The proposed tuition has been set based upon projected expenditures and at a level that is competitive with other Minnesota DNP programs. The impact upon enrollment in graduate nursing is expected to be positive. The current master’s program enrolls approximately 120 students. An increasing number of new graduates are requesting the DNP as their preference for advanced practice nursing education. The recommendations for the DNP to be entry level preparation for advanced practice nurses is one of the forces driving this trend. The impact upon staffing will include an anticipated need for an additional 1.33 FTE for faculty. The staffing plan for the program is described further in Part 5. There are educationally and experientially prepared nurses in the region who would be available to teach in the additional position needed.
11. What are the physical facilities and equipment needed to support the program? Indicate the impact that the proposed change will have on the physical resources and laboratories that currently accommodate existing programs and services, or identify new laboratory and preceptor needs. The current graduate programs in nursing are located in an extremely rich, world class health care environment. The graduate nursing program is housed in Rochester, Minnesota and is affiliated with Mayo Clinic and the Mayo System facilities throughout Southeastern Minnesota and Western Wisconsin. In addition to Mayo Clinic, Olmsted Medical Center in Rochester; Gundersen Lutheran Medical Center in LaCrosse, Wisconsin, and Winona Health in Winona all provide abundant opportunities for Doctor of Nursing Practice students. Over half of the graduates of the MnSCU DNP Consortium program currently practice in these facilities providing ample opportunity for preceptored clinical and evidence-based project development.
12. What is the evidence that a market for the new program(s) exists? How has estimated program demand been factored into realistic enrollment projections? How have planning and budgeting processes used this evidence to develop a quality program that can be sustained? Nursing leadership and prospective students located throughout the region have been involved in the development and
implementation of the DNP Consortium program and the proposed WSU DNP program. Over half of the graduates of the DNP Consortium program came from the WSU regional area. The faculty have also documented that the majority of prospective students inquiring into the graduate nursing programs inquire about the availability of the DNP.
A Minnesota State Colleges and Universities (MnSCU) Needs Assessment Survey (Appendix B) conducted between February 18 and March 15, 2011 demonstrated that of the 199 respondents to an internet survey from Minnesota, Iowa, North Dakota and Wisconsin 21 students would enroll in a BS-DNP program to prepare them as acute care nurse practitioners, 16 would enroll in a BS-DNP program to prepare them as a nursing and organizational leader, 67 would enroll in a baccalaureate DNP program and 20 would enroll as post-master’s DNP students. The top three reasons that respondents would enroll in a DNP program were to meet the requirement for advanced practice certification as a DNP by 2015 (n=53), to gain additional clinical knowledge and skills (n=74), and to obtain an advanced practice role certification (n=55). The first choice of program delivery method among these respondents was classes delivered entirely by internet with clinical occurring close to home (n=57) followed by classes being delivered by internet with in-person meetings periodically on campus (n =45) and classes meeting in person on weekday or evening per week (n=37). Respondents to this survey were primarily from the nine-county Minneapolis/St. Paul area (n=64), southeastern MN (n=31) and south-central MN (n=23).
13. If the Higher Learning Commission approves your program request, what future growth do you anticipate (e.g., in the next six months, three years, 10-20 years)? We plan that in the transition from the master’s degree to offering the DNP with students in five advanced nursing practice emphases
(Adult/Gerontology Nurse Practitioner, Family Nurse Practitioner, Acute Care Nurse Practitioner, Adult/Gerontology Clinical Nurse Specialist, Nursing and Organizational Leader) there may be an initial decrease in enrollment for all emphases because students may not be prepared to enroll in a three-year graduate program. The MS programs that prepare advanced practice nurses in these emphases areas will be left in place until such time as the DNP is required for certification or demand for the MS advanced practice programs decline. We plan to initiate the DNP in the 2012-2013 year, we will build the enrollment in the DNP by facilitating a seamless transition from the MS to the DNP for those students who desire to complete the DNP since the nursing science core courses and the direct care core courses of the current master’s program will also be required in the post-baccalaureate DNP. We will plan for two-thirds of the enrollment (2012-2013) in the DNP that we have experienced in the master’s program (40 per admission class). Thus, students in the
master’s program will simultaneously be taking the nursing science core courses. We will plan for enrolling 26 students in the DNP program in 2012 and incrementally increase to 30 in 2013; 34 in 2014; and 40 in 2015 and then stabilize at 40 students per year. We will keep the MS programs for the nurse educator and the nursing and organizational leader in place indefinitely. We will plan that there will be at least six (n=6) master’s students simultaneously
14. How do you plan to manage this growth? The graduate program in nursing has had an ongoing history of managing enrollments to fit available clinical, faculty, and fiscal resources. If growth exceeds expectations, we would continue with our current practice of evaluating each applicant and selecting those candidates that best meet the admission criteria.
15. What financial support and resources are in place to sustain the proposed program? Outline your plan indicating revenue/expense, staffing, and enrollment projections for the first five years of operation showing both gross income and gross projected expenses.
REVENUES AND EXPENDITURES
Revenues
First Year* Second Year* Third Year* Fourth Year* Student Tuition* $525,625.00 $1,116,875.00 $1,496,994.75 $1,675,625.00 Program Fees
External (Grants, gifts, other)
State Allocation $0
$0 $0 $0
Internal Reallocation**
TOTAL $525,625.00 $1,116,875.00 $1,496,994.75 $1,675,625.00 *$625 per credit based on 1 FYE=20 graduate credits per academic year; At the start of this program, 600 level nursing science courses and direct care courses will be shared between the master’s and DNP students; thus 6 master’s students are included in each year’s revenue calculations. Existing faculty will teach these courses to master’s and DNP students simultaneously. This allows the courses to be filled to capacity.
Expenditures
First Year** Second Year** Third Year Fourth Year EXISTING Salary and Fringe* $312.888.89,00
0 $824,888.89 $1,047,324.44 $1,108,992
NEW Salary and Fringe* 0 0 $56,320.00 $136,499.20
Supplies 1,000 2,000 1,500 2,000
Equipment 1,000 1,000 1,000 1,000
Library holdings 5,000 3,000 4,000 5,000
Travel, Purchased Services and
Other Expenses 157,000 $188,000 $244,722.22 $344.791.67
Space related costs 3,000 3,000 3,000 3,000
TOTAL $479,888.89 $1,021,888.89 $1,357,916.66 $1,463,125.00 *Fringe benefits: 28 percent
**During the first and second years, master’s students will also be enrolled in the nursing science core and direct care core courses. Thus, the salary and fringe costs will be spread across the DNP and the master’s courses.
16. How do you assure that promotion, marketing, and enrollment for your program stay in balance with your actual resources and technical capabilities? The current graduate programs in nursing sustain full enrollments without major promotion or marketing activities. Traditionally marketing is limited to information sessions at affiliated clinical agencies. The level of interest from current and prospective graduate students
strongly support that WSU will be able to maintain current and projected enrollments. Admissions are currently competitive and limited to fit the clinical, faculty, and fiscal resources of the program.
17. What controls are in place to ensure that the information presented to students in advertising, brochures, and other communications will be accurate? Program information included on the WSU website and on promotional brochures is approved the graduate faculty committee. The Director of Graduate Nursing and the graduate nursing staff review materials annually or as needed to insure accuracy. Accuracy of promotional information is also an accreditation requirement of the Commission for Collegiate Nursing Education (CCNE).
Part 4. Curriculum and Instructional Design
18. Please list all the courses that comprise the program. Include course descriptions and number of credit hours for each. See Appendix A.
19. What are the requirements students must fulfill to complete the program successfully (including specific courses, course options, and any other requirements). Please see Appendix A. All students must complete the Nursing Science Core Course (39 S.H.) and students in the advanced practice programs (clinical nurse specialist and nurse practitioner) also complete the Direct Care Core Courses (11 S.H). All students also complete their program specialty courses and a clinical scholarship capstone project and paper.
20. For programs using prior learning credit, compressed time frames, online delivery, accelerated formats, or other innovative approaches to learning, describe the methodology for determining that levels of knowledge and competencies comparable to those required in traditional formats have been achieved. All Nursing Science Core Courses and three out of four Direct Care Courses will be offered by hybrid and by traditional methods. The methodology for determining that levels of knowledge and
competencies are comparable between online and traditional formats will be comparison of performance on evaluation measures within the hybrid as compared to the traditional format course each year. Additionally, all students will be expected to perform at levels of competency on practicum evaluations and on capstone requirements regardless of the delivery method of the Nursing Science and Direct Care Core Courses.
Part 5. Institutional Staffing and Faculty Support
21. How many and what types (full-time, part-time, adjunct) of faculty will be employed in the program? Why is the number of full-time faculty members adequate to support the program? Existing faculty teaching in the master’s programs will meet the teaching needs from 2012-2014. During 2012-2013, the faculty FTE required for DNP program delivery will be met by the 2.5 FTEs (full-time) of existing faculty within the current master’s program; in 2013-2014 the faculty FTE required will be 8.05 (full-time) and will also be met with the current master’s faculty. The total FTE needed to deliver this program in 2014-2015 will be 10.88 (full-time) compared to the 2.5 FTE (full-time) needed from existing faculty to teach in 2012-2013.
FACULTY/STAFF PROJECTIONS Faculty sufficient to cover delivery of the curriculum*
First Year Second Year Third Year Fourth Year
NEW Faculty/Staff FTE .55 1.33
EXISTING Faculty/Staff FTE 2.5 8.05 10.23 9.5
Faculty only FTE, end of 4th
year 10.88
*Note that Existing Faculty/Staff FTE is that currently required to deliver the master’s curriculum. Faculty
teaching in the master’s program will transition to teaching in the Doctor of Nursing Practice curriculum over
the four years described above.While the number of FTEs increases, the budget is neutral because costs are
offset by student tuition revenues.
22. What will the impact of the new initiative have on faculty workload? The plan is to transition current master’s level faculty effort toward doctoral program teaching over 2012-2014. It is anticipated that to offer the new DNP program, an additional .55 FTE (part-time) beyond what is needed for the current master’s programs will be needed during 2014-2015 and an additional 1.33 (1 full-time and 1 part-time) will be needed during
2015-2016; these are the first years that the added content in clinical scholarship, epidemiology, and applied statistics will be offered. Thus, the impact of the DNP program on the current faculty workload will be neutral until 2014-2015 when the plan will be to hire an additional .55 FTE (part-time) and an additional 1.33 FTE (1 full-time and 1 part-time) in 2015-2016.
23. Provide a brief attachment that inventories each faculty member employed to teach in the program, including names of existing personnel, a description of each faculty member’s academic qualifications, their prior instructional responsibility and other experiences relevant to the courses they will teach in the program in question, each faculty member’s course load in the new program, and the course work each teaches in other programs currently offered. Please see Appendix B.
DOCTORAL FACULTY TEACHING ASSIGNMENTS List faculty necessary to deliver all courses in the program.
Bolded Course Numbers are Course Numbers Faculty Members Currently Teach in the Master’s Program Faculty Position FT or PT Contra ct Tenure Track Y/N
Year: course number (credit hours, terms) = total credit hrs. Diane Forsyth, PhD, RN, Professor FT Y 2012: 600 (4, S) 703 (6 S) =10 (Currently teaching 669, 670, 671, & 672) 2013: 600 (8, S) 703 (6 S) 780 (3 S)=17 2014:600 (8, S) 703 (6 S) 780 (3 S) 782 (3 S)=20 2015: 600 (8, S) 703 (6 S) 780 (3 S) 782 (3 S)=20 Carole Jensen, DNP, CNS, Associate Professor FT Y 2012: 612 ( FS) 613 (1 FS)=4 2013: 612 (6 FS) 613 (2 FS) 619 (3 F) 624 (3 S) 625 (3 S)=17 2014: 612 (6 FS) 613 (2 FS) 619 (3 S) 624 (3 S) 625 (3 S)=17 2015: 612 (6 FS) 613 (2 FS) 619 (3 S) 624 (3 S) 625 (3 S)=17 William McBreen, PhD, RN, Professor FT Y and Administr ative Assignme nt
2012: Capstone Project Advising 2013: Capstone Project Advising 2014: Capstone Project Advising 2015: Capstone Project Advising
Sonja J. Meiers, PhD, RN, Professor FT Y 2012: 614 2013: 614 (6F) = 6 2014: 614 (6F)=6 2015: 614 (6F) =6 Ann Olson, PhD, RN, CNP Professor FT Joint Appoint ment Y 2012: 604 (3 S)=3 (Currently teaching 617 (3 S) 645 (3 S)) 2013: 604 (6 S) 645 (3 S) =12 2014: 604 (6 S) 617 (3 S) 781 (3 F)=12 2015: 604 (6 S) 617 (3 S) 781 (3 F)=12 Julie Ponto, PhD, RN, CNS, Professor FT Y 2012: 608 (3 S) 620 (2 S) 621 (2 S)=7 2013: 608 (3 S) 620 (2 S) 621 (2 S)=7 2014: 608 (6 S) 620 (2 S) 621 (2 S) 630 (3 F) 631 (3 F) 781 (3 F) =19 2015: 608 (6 S) 620 (2 S) 621 (2 S) 624 (3 S) 625 (3 S) 781 (3 F) =19 Cindy Scherb, PhD, RN, Professor FT Y 2012: 606 (3 F) = 3; (Currently teaching 640 (3 F) 641 (3 F) 643 (4 S) 644 (3 S) 645 (3 S)= 18) 2013: 606 (6 F) 652 (3 F) 653 (3 F) 657 (3 S) =15 2014:606 (6 F) 781(3 F) 782 (3 S) 755 (3 F) 757(3 S) =18 2015:606 (6 F) 781(3 F) 782 (3 S) 755 (3 F) 757(3 S) =18 Lisa Schnepper, FT Y 2012: 617 (3 S) = 3
PhD, RN, CNP, Professor 2013: 617 (3 S) 640 (3 F) 641 (3 F) 643 (4 S) 644 (3 S) 645 (3 S)= 18 2014: 617 (3 S) 640 (3 F) 641 (3 F) 643 (4 S) 644 (3 S) 645 (3 S) =19 2015: 617 (3 S) 640 (3 F) 641 (3 F) 643 (4 S) 644 (3 S)645 (3 S)= 19 Joanne Stejskal, EdD, RN, Professor FT Y
2012: Capstone Project Advising 2013: Capstone Project Advising 2014: Capstone Project Advising 2015: Capstone Project Advising
Mieca Valen, DNP, RN, CNP, Associate Professor FT Y 2012: 619 (3 S) =3 (currently teaching 641 (3 F) 643 (4 S) 645 (3 S)) 2013: 619 (3 FS) 780 (3 S) 641 (3 F) 643 (4 S) 645 (3 S)=16 2014: 619 (3 FS) 780 (3 S) 641 (3 F) 643 (4 S) 645 (3 S) 782 (3 S)=19 2015: 619 (3 FS) 780 (3 S) 641 (3 F) 643 (4 S) 645 (3 S) 782 (3 S)=19 Acute Care NP (Preferred doctoral preparation) PT Joint Appoint ment Y 2012: 616 (3 F) 673 2 (Su)=8 2013: 674 (3 F) 675 (3 F) 676 (3 S) 677 (3 S) 678 (3 S) 673 (2 S)=17 2014: 674 (3 F) 675 (3 F) 676 (3 S) 677 (3 S) 678 (3 S) 673 (S)=17 2015: 674 (3 F) 675 (3 F) 676 (3 S) 677 (3 S) 678 (3 S) 673 2 (S)=17 TBA (1) (Budget Neutral) FT Y 2012: 2013: 2014: 651 (3 S) 652 (3 F) 653 (3 F) 654 (3 S) 657 (3 S) =15 2015: 651 (3 S) 652 (3 F) 653 (3 F) 654 (3 S) 657 (3 S) =15 TBA (2) Needs
(Budget Neutral) PT 2012: 616 (3 F)=3 (Adjunct 2013: 616 (3 F) 618 (2 S) 642 (2S) =7(Adjunct)
2014: 616 (3 F) 618 (2 S) 642 (2 S) 646 (2 F) =9 2015: 616 (3 F) 618 (2 S) 642 (2S) 646 (2 F)=9 Chris Malone, PhD FT Y 2012: 601 (3 Su)=3 2013: 601 ( 3FSSu)=3 2014: 601 (3 FSSu)=3 2015: 601 (3 FSSu)=3 Brant Deppa,
PhD FT Y 2012: 701 (4 F) =4 (Currently teaches 701) 2013: 701 (3 F)=4 (Currently teaches 701)
2014: 701 (3 F)=4 (Currently teaches 701) 2015: 701 (3 F)=4 (Currently teaches 701)
For graduate programs, document scholarship and research capability of each faculty member; for doctoral programs, document faculty experience in directing student research.
Scholarship
International Recognition: During the past five years alone, members of the nursing faculty have published
numerous scholarly articles in national and international refereed journals (see Biosketches available on site during site visit). The effects of this research are felt nationally and internationally. For instance, Dr. Scherb’s work in outcomes research and decisional involvement has been recognized through international publications and presentations. Her article, "Evaluation of outcome change scores for patients with pneumonia or heart failure.
Western Journal of Nursing Research" was listed as one of the 50 most frequently cited online articles in the
Western Journal of Nursing Research (2011).
International Involvement: Dr. Meiers is recognized for her work in family nursing, having presented at three
International Family Nursing Conferences, most recently in Kyoto, Japan (June 2011) and co-developed the measure, the Family-Nurse Caring Belief Scale, a scale requested for use by researchers internationally. Dr.
Scherb’s publications are frequently cited by other authors. Dr. Ponto traveled to Brazil through the People to People Exchange for oncology health professionals in 2011.
National Practice Recognition: The WSU Graduate Nursing Faculty received the National Association of Nurse
Practitioner Faculties (NONPF) Outstanding Practice Award in 2005 for an ongoing dedication and involvement in joint practices in ambulatory care, community clinics and migrant clinics as autonomous practitioners and as mentors to graduate students in their learning within these same settings. These joint practices continue today.
Dr. Ponto is a recipient of the Oncology Nursing Certification Corporation Advanced Oncology Certified Nurse of
the Year award.
National Research Recognition: Drs. Ponto, Scherb, and Meiers are manuscript reviewers for national and
international journals. Drs. Scherb, Ponto, Forsyth and Meiers have served as abstract reviewers for the annual meetings of national and international nursing organizations. Dr. Scherb and Colleagues at the University of Iowa are nationally recognized for their work with NIC, NOC and NANDA. Dr. Meiers is a co-investigator in a currently funded (1.7 million dollar) five-year grant award from the National Institutes of Health in partnership with the Rochester Healthy Community Partnerships to improve nutrition and physical activity among immigrant and refugee families.
National Involvement: DNP faculty members are actively involved in national specialty focused organizations and
The Faculty Biosketches (available on site) reflect the responsibility assumed by this group to disseminate their research at local, regional, national, and international conferences. Numerous DNP faculty members are active members in the Midwest Nursing Research Society. Their vitae reflect their commitment to present their research at this conference. Faculty members are also visible in the organization of their respective research sections and committees. Dr. Meiers has been chair of the Family Research section, Dr. Forsyth has been the chair of the Psych-Mental Health Section, Dr. Scherb is Chair-Elect of the Health Systems and Policy Research Section of the Midwest Nursing Research Society and Dr. Olson is the current chair of the Health Seeking Behaviors Research Section. The faculty members' commitment to introduce graduate students to this prominent research society is also apparent. Graduate students from Winona State University have received awards for their research poster presentations.
Experience in Directing Student Research
All graduate nursing faculty who will be involved in the proposed program have served as either chairpersons or committee members for DNP students completing their Capstone Projects in the MnSCU Consortium DNP Program. This is documented in faculty vitae and in the Compendia of DNP Projects in years 2009, 2010 and 2011.
As a group, the nursing faculty members at Winona State University have the ability to function as a creative team to provide the highest standard of nursing education and guide doctoral students. Thus, the doctoral program that will be generated from the present and future work of these faculty members will continue to be outstanding. Taken together, this faculty is academically and experientially qualified to provide sufficient instructional and scholarly capacity to support doctoral students in this program.
Part 6. Student Support
24. What library and information resources—general as well as specific to the program(s)—and staffing and services are in place to support the initiative? If the proposed new program is at the graduate level, document discipline-specific refereed journals and primary source materials.
The Nursing Department is supported through library services from the WSU Krueger Library, Goddard Library at University Center Rochester, interlibrary loan and online services from all Minnesota University libraries, and by the extensive collection at Mayo Clinic, Rochester.
WSU’s library includes over 220,000 book volumes, over a thousand print periodical titles, and access to over 50 online databases, including access to peer reviewed nursing journals through the Cumulative Index of Nursing and Allied Health Literature, the Cochrane Database, Academic Search Premier, and PubMed, through on campus or remote access. Reference librarians have been very responsive to the needs of students both on campus and at a distance over the duration of the current MnSCU Consortium DNP Program. In particular, the Winona State University library provides access to the Cochrane Collaboration Library of Systemic Reviews primarily to support the DNP effort. The Goddard Library subscribes to more than 13,000 periodicals in print and electronic format and offers remote access.
The Mayo Clinic Libraries are also available to all WSU students with presentation of their student identification card. Mayo’s libraries are collectively among the largest libraries in North America containing over 400,000 archival volumes and subscriptions to more than 5,000, current periodicals, 3,500 of which are electronic. The libraries also contain computer assisted instructional materials, computers, library orientations and resource and catalog listings. Librarians also assist students in searches. All students have access to Mayo’s onsite libraries during normal business hours. Students who participate in clinical experiences at the Mayo Clinic also have access to off-campus electronic library services.
Part 7. Evaluation and Assessment
25. How will you monitor and evaluate the overall effectiveness and quality of the program?
a. Indirect and direct qualitative and quantitative assessment measures will be used to assess achievement of the program’s six intended learning outcomes described here:
Student learning will be evaluated according to the intended Curriculum Outcomes. The program is designed so each student will be able to:
1. Employ evidence-based practice when planning, implementing, and evaluating health care for individuals, families, aggregates, systems, and organizations.
2. Integrate nursing theory, research, ethics and related sciences into the delivery of culturally competent advanced nursing care for diverse populations and health care systems.
3. Demonstrate professionalism within an advanced nursing role.
4. Demonstrate leadership with inter-professional teams to analyze complex practice and organizational issues
5. Apply knowledge and skills to enhance the quality and safety of health care in a variety of settings and for a variety of populations
6. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes
b. Data will be collected from program faculty, current students, program graduates, and clinical preceptors of program students, using the following methods:
Semester Course Evaluations: Course evaluation forms developed and approved specifically for the DNP program will be distributed to students enrolled in each DNP course. Evaluation forms will ask students for input specific to the course and learning experiences and not in regard to the respective faculty member(s). The senior administrative assistant for the Graduate Program in Nursing summarizes the course evaluations and submit the summaries (aggregate data) to the Graduate Faculty Committee (GFC). The GFC will review the aggregate data from each course and make or propose appropriate course or program revisions.
Clinical Faculty Evaluations of Student Performance: Scholarly Project course faculty will collect and collate data at the completion of each of three Scholarly Project courses. Instruments designed to assess mastery of standards of advanced practice performance, as set forth by the relevant professional organization and adapted from those used in the predecessor MnSCU Consortium DNP program will be used for these assessments. Aspects of the assessment will be the following: student self-assessment, clinical preceptor assessment, and clinical faculty assessment. The instruments will provide both subjective and objective measurement of the doctoral student’s ongoing clinical performance development and serve as indirect measures of learning. During the final Scholarly Project course, NURS 7XX Capstone Project, the clinical faculty evaluation will serve as a major component in the assessment of achievement of the six program outcomes and professional standards.
Aggregate Student Performance on National Certifying Examinations: Graduate performance on national certifying examinations (offered by either the American Nurse’s Credentialing Center or the National Association of Nurse Practitioners) will be aggregated for each graduating class and compared across classes. The program will request that students inform their advisors when they have successfully passed a national certifying examination. Pass rates will be aggregated to determine the percentage of doctoral students successfully passing their examination. These data will serve as a direct measure of the student learning outcomes as they relate to professional advanced nursing practice.
Capstone Project: The program’s expectations of the written Capstone Project reflect the standards for the dissertation set forth by the Council of Graduate Schools. Specifically, those standards state that the project should (a) reveal the student’s ability to analyze, interpret, and synthesize information; (b) demonstrate the student’s knowledge of the literature relating to the project or at least acknowledge prior scholarship on which the dissertation is built; (c) describe the methods and procedures used; (d) present results in a sequential and logical manner; and (e) display the student’s ability to discuss fully and coherently the meaning of the results. The written Capstone Project will be an aspect of the graded Capstone Project course and will be evaluated based on specified criteria set forth by the faculty. Each student will have a Capstone Project Committee that will review and approve the Capstone Project as it is being developed. The faculty members on the Capstone Project Committee will evaluate the student’s final performance on the Capstone Project. The Capstone Project and the implications for practice will be presented in a scholarly Oral Defense of the Project. Successful defense of the Project will be required for successful completion of the Capstone Project course. Results from doctoral candidate’s Capstone Project assessments will be aggregated and disseminated to the program and its communities of interest. This assessment will be used to evaluate the curriculum on an annual basis, following graduation of the first cohort of students projected in 2015.
Oral Defense of the Capstone Project: The Oral Examination, conducted between the student and the student’s Capstone Project Committee, at the Defense of the Capstone Project will also be an evaluation of the six student learning outcomes. Measures developed according to the six intended student learning outcomes will be used by the Committee as an indirect measure of student learning. Results will be aggregated and disseminated to the program and its communities of interest. These results will be used to evaluate the curriculum on an annual basis, following graduation of the first cohort of students projected in 2015.
26. How will you assess and ensure expected student learning and achievement?
The graduate nursing faculty have developed comprehensive processes for evaluating student achievement and program effectiveness at the Master’s level according to the Essentials of Master’s Education (2009) developed by the American Association of Colleges of Nursing (AACN) and professional organizations informing professional practice (the National Organization of Nurse Practitioners [NONPF], the American Association of Nurse Practitioners [AANP], the National Association of Clinical Nurse Specialists [NACNS], the American Organization of Nurse Executives (AONE)and the National League for Nursing [NLN]). The Department of Nursing programs are fully accredited by the Commission on Collegiate Nursing Education (CCNE). The proposed Doctoral program and the program’s intended Curriculum Outcomes are planned according to the Essentials of Doctoral Education developed by AACN (2006) and the same comprehensive processes for evaluating student learning and program effectiveness used at the master’s level will be used at the doctoral level.
27. Explain how the results of evaluation will be used to improve the program’s curriculum, teaching, services, and operations.
The Graduate Programs in Nursing follow a Program Evaluation Plan wherein course evaluations and student learning outcomes are assessed annually and revisions made based upon the findings of these evaluation measures. Teaching is evaluated through the Professional Development Plan and Evaluation Process of the Master Agreement between the Interfaculty Organization representing faculty of Winona State University and Minnesota State Colleges and Universities. Teacher effectiveness is reviewed between the faculty member, their peers and their administrative Dean through this process. Student Services and university operations are reviewed through the annual student satisfaction survey conducted during Winona State University Assessment day and recommendations for revision to services are made through this process.
28. How will you assess and improve the learning of students in the program to ensure that they achieve the levels of performance that you expect and that your stakeholders require?
Assessment of each student’s performance in this practice doctorate will be made through the Clinical Faculty Evaluation of Student Performance as described in #25 above. Revisions will be made to program curricula if aggregate student performance expectations are not met. Each student will be evaluated against the expected student learning outcomes stated above through the use of specifically designed rubrics. In addition, graduation rates, first time pass rates on national certification examinations, graduate surveys and employer surveys will be monitored annually with revisions made based upon findings.
Appendix A. DNP Course Listing
Required Courses for All Programs (Nursing Science Core)
Number of Credits
Course Description
STAT 601 - Statistical Methods 3 Application and interpretation of statistical techniques in the health professions. Prerequisite: Stat 110 or equivalent or consent of instructor. Grade only.
NURS 600 - Scientific and Ethical Foundations
4 This course provides students the opportunity to critically analyze existing and emerging nursing, science, and ethical theories and concepts for use in nursing practice, education, and research. Research approaches, designs and methods are analyzed. Emphasis is placed on development of analytic skills for reading and applying research in advanced nursing roles. Prerequisites: Admission to the Graduate Programs in Nursing Pre-or Co-requisite: STAT 601 Grade only.
NURS 604 - Health Policy & Quality Health Care Delivery
3 This course provides a base for nurses in advanced roles to shape health care policy in the work place, organizations, communities, and government at the local, state and federal level. Issues shaping health care, such as analysis of the health care financing, patient quality and safety, and nursing practice models are analyzed. Tools for being a health care advocate are discussed. Prerequisite: None. Grade only. NURS 606 - Nursing Information
Management & Decision Making
3 This course provides a basis for healthcare informatics, information management and decision support for nurse leaders related to patient care outcomes, health care quality, and patient safety. Prerequisite: None. Grade only.
NURS 608 - Organizational and Systems Leadership
3 Culturally sensitive organizational and systems leadership skills necessary for improving healthcare outcomes, practice and safety are addressed. Focus is on leadership theories, principles of ethical leadership and professional communication strategies. Prerequisite: None. Grade only.
NURS 612 - Advanced Health Promotion for Families
3 Concepts related to health promotion, health maintenance, and disease prevention are analyzed from theoretical and evidenced-based perspectives. Interventions for promotion of optimal health are designed with particular consideration for age and cultural differences. A co-requisite clinical of a family based practicum allows the student to explore possibilities for enacting the advanced practice role outside traditional biomedical settings and within the context of families and culturally specific beliefs. Prerequisites: Admission to the Graduate Programs in Nursing; Co-requisite: N613 - Advanced Health Promotion Clinical. Grade only.
NURS 613 - Advanced Health Promotion for Families Clinical
1 This course provides the opportunity for application of the content from the co-requisite didactic course. Concepts related to health promotion, health maintenance, and disease prevention are analyzed from theoretical, and evidenced-based perspectives. Interventions for promotion of optimal health are designed with particular consideration for age and cultural differences. A community based practicum allows the student to explore possibilities for enacting the advanced practice role outside traditional biomedical settings and within the context of families and culturally specific beliefs. Co-requisite: N612 - Advanced Health Promotion for Families. Grade only.
NURS 614 - Evidence Based Practice 3 This course focuses on the conduct of clinical scholarship. Content includes transformational research approaches and evidence-based practice processes, including individuals, groups, populations, and systems addressed. Prerequisite: N600 - Scientific and Ethical Foundations. Grade only.
NURS 701 - Applied Biostatistics 4 The goals of this course are to develop statistical skills necessary to evaluate critically biomedical research using advanced quantitative
methods, to identify appropriate techniques for interpretation of results of independent research, and for presentation of results to improve clinical practice. Grade only.
Prerequisites: Admission to the DNP Program; Graduate Level Statistics Course
NURS 703 - Epidemiological Approaches to Population Health
3 The focus of this course is on leadership, knowledge and strategies necessary to integrate evidence-based clinical prevention services and promote health for individuals, families, aggregates, and populations in various settings. Analysis of epidemiological, biostatistical, occupational, and environmental data is used in the in the development, implementation, and evaluation of clinical prevention services and population health approaches. Apply evidence-based clinical prevention services and population health promotion interventions.
Prerequisites: N 612 Advanced Health Promotion for Families; N600 Scientific and Ethical Foundations; Pre- or Co-Requisite: NURS 701 Applied Biostatistics. Grade Only.
NURS 780 - Scholarly Project I 3 The primary focus of this course is the precepted clinical experience in which students propose a context-sensitive clinical practice guideline or project that addresses a clinical nursing practice problem. Prerequisites: (for BS to DNP) N600, N614, N701; (for Post MS DNP) Evidence-based Practice, Applied Biostats, adequate clinical hours from MS or Independent study for Clinical Hours (280 minimum). Grade Only.
NURS 781- Scholarly Project II 3 This course focuses on development of consultative and leadership strategies for use in implementing a clinical practice approach to a clinical nursing practice problem. The inter-professional context along with various information technologies and information systems will be considered. Prerequisites: Scholarly Project I. Grade Only. NURS 782- Capstone Project 3 This seminar and practicum focuses on accountability for advancing
the nursing profession and contributing to the developing body of nursing practice knowledge. Addresses advocacy at all levels of policy implementation. Culminates in a successful oral defense of the capstone project. Prerequisites: Scholarly Project I & II. Grade Only.
Direct Care Core (Required Courses for All Advanced Practice
Programs: FNP; A/GNP; ACNP; and A/GCNS
NURS 616-Molecular, Genetic and Immune Mechanisms in
3 Molecular, genetic and immune mechanisms will be explored as a basis for clinical assessment, risk reduction, disease prevention and disease management by advanced practice nurses. Integration of function among mechanisms will be emphasized. Prerequisite: None. Grade only.
NURS 617 -Advanced Clinical Pharmacology
3 This course includes principles of clinical pharmacology as a foundation for the appropriate use of medications in management of health and disease. Major classes of drugs will be discussed in terms of actions; therapeutic effects; adverse, allergic and idiosyncratic reactions; indications and contraindications. The importance of sound evidence-based principles in the selection of pharmacologic interventions with attention to safety, cost, simplicity, acceptability and efficacy will be stressed. Appropriate patient education and monitoring for therapeutic and potential adverse outcomes will be explored. The responsibilities related to the use of prescription and non-prescription medications will be emphasized. Advanced practice students should consult with advisor regarding the placement of this course in the Plan of Study to meet requirements for credentialing. Prerequisites or Co-requisite: N618 - Advanced Pathophysiology or consent of instructor. Grade only.
NURS 618-Advanced Pathophysiology 2 Advanced physiology and pathophysiology at the cellular, organic and systemic level will be explored as a basis for clinical assessment and management of health disruptions by advanced practice nurses. Integration of function among organ systems will be emphasized. The impact of psychosocial variables on physiologic function will be explored. Prerequisite: N616-Molecular/Genetic & Immune Mechanisms or consent of instructor. Grade only.
NURS 619-Advanced Health Assessment
3 This clinical course builds on prerequisite knowledge of systematic and holistic health assessment of children, adults and gerontology clients. Additional assessment tools for advanced nursing practice are provided. Emphasis is on diagnostic reasoning and research based strategies for assessing health of individuals within the context of family and community. Special emphasis is placed on age, gender, and cultural variations. This course emphasizes diagnostic reasoning that guides the collection and interpretation of data to serve as a basis for advanced practice. Prerequisites: N600-Scientific & Ethical Foundations; N616 - Molecular/Genetics & Immune Mechanisms; N618 - Advanced Pathophysiology. Grade only.
Adult/Gerontology Clinical Nurse Specialist Program Requirements (Total=73) Nursing Science Core Courses =39 S.H.
Direct Care Courses=11 S.H. Program Specialty Courses= 23 S.H.
NURS 620 Adult/Gerontology Clinical Nurse Specialist Role Foundations Seminar - 2 S.H. This course will
introduce students to foundational competencies of an adult/gerontology clinical nurse specialist. Strategies to influence patient/family, nursing practice, and organizational outcomes in a variety of clinical settings will be analyzed using a theoretical and research basis and ethical, political, and cultural principles. Prerequisites: Stats 601 - Statistical Methods; N600 - Scientific & Ethical Foundations; N604 - Health Care Policy/Quality Health Care Delivery; N606 - Nsg Info Mgmt & Decision-Making; N617 - Clinical Pharmacology. Grade only.
NURS 621 Adult/Gerontology Clinical Nurse Specialist Role Foundations Clinical - 2 S.H.
This course provides students the opportunity to demonstrate adult/gerontology clinical nurse specialist competencies during a precepted clinical experience in adult/gerontology practice. Students will apply theory, research, and knowledge relevant to CNS practice to improve patient/family, nursing practice, and organizational outcomes. Prerequisites: N600 - Scientific & Ethical Foundations; N604 - Health Care Policy/Quality Health Care Delivery; N612 - Advanced Health Promotion for Families; N613 - Advanced Health Promotion for Families Clinical; N616 - Molecular/Genetics & Immune Mechanisms; N617 - Clinical Pharmacology; N618 - Advanced Pathophysiology; N619 - Advanced Health Assessment, ; Co-requisite: N620 - CNS Role Foundations. Grade only.
NURS 624 Adult/Gerontology Clinical Nurse Specialist Role Development Seminar- 3 S.H.
This course provides an in depth study of acute and chronic health conditions common in the adult/gerontology population. A theoretical and research base and evaluation of current evidence will be used to examine assessment and intervention strategies, including pharmacologic and non-pharmacologic interventions, to address acute and chronic health conditions and human responses to illness. Prerequisites: N608 - Org & Systems Leadership; - , N612 - Advanced Health Promotion for Families; N616 - Molecular/Genetics & Immune Mechanisms; N617 - Clinical Pharmacology; N618 - Advanced
Pathophysiology; N619 - Advanced health Assessment; N620 - A/G CNS Role Foundations Seminar; N621 - A/G CNS Role Foundations Clinical, or consent of instructor. Corequisites: N625 - A/G CNS Role Development Clinical. Grade only.
NURS 625 Adult/Gerontology Clinical Nurse Specialist Role Development Clinical - 3 S.H.
This course provides an opportunity for the student to demonstrate adult gerontology CNS competencies related to acute and chronic health conditions common in the adult/gerontology population. A theoretical and research base and evaluation of current evidence will be used to demonstrate assessment and intervention strategies, including pharmacologic and non-pharmacologic interventions, to address acute and chronic health conditions and human responses to illness. Prerequisites: N608 - Org & Systems Leadership; N612 - Advanced Health Promotion for Families; N616 - Molecular/Genetics & Immune Mechanisms; N617 - Clinical Pharmacology; N618 - Advanced Pathophysiology; N619 - Advanced health Assessment; N620 - A/G CNS Role Foundations Seminar; N621 - A/G CNS Role Foundations Clinical, or consent of instructor. Co-requisites: N624 - A/G CNS Role Development Seminar. Grade only.
NURS 630 Adult/Gerontology Clinical Nurse Specialist Role Synthesis Seminar - 3 S.H.
This course continues from N624 an in depth study of acute and chronic health conditions common in the adult/gerontology population. A theoretical and research base and evaluation of current evidence will be used to examine assessment and intervention strategies, including pharmacologic and non-pharmacologic interventions, to address acute and chronic health conditions and human responses to illness. This course will provide students an opportunity to synthesize previous coursework in preparation for independent advanced practice. Prerequisites: N624 - A/G CNS Role Development Seminar; N625 - A/G CNS Role Development Clinical. Co-requisite: N631 Gerontology CNS Role Synthesis Clinical. Grade only. (First offering of this course will be 2014-2015.)
NURS 631 Gerontology Clinical Nurse Specialist Role Synthesis Clinical - 3 S.H.
This course provides an opportunity for the student to demonstrate adult gerontology CNS competencies related to acute and chronic health conditions common in the adult/gerontology population. A theoretical and research base and evaluation of current evidence will be used to demonstrate assessment and intervention strategies, including pharmacologic and non-pharmacologic interventions, to address acute and chronic health conditions and human responses to illness. This course provides the student an opportunity to demonstrate a synthesis of previous coursework in preparation for independent advanced practice. Prerequisites/Co-requisite: N630 - A/G CNS Role Synthesis Seminar. Grade only. (First offering of this course will be 2014-2015.)
NURS 738 Elective – 3 S.H.
NURS 738 Elective – 4 S.H.
Family and Adult/Gerontology Nurse Practitioner Specialty Program Requirements (Total FNP=79; Total A/GNP=73 Nursing Science Core Courses =39 S.H.
Direct Care Courses=11 S.H.
FNP Program Specialty Courses= 29 S.H. A/GNP Program Specialty Courses=23 S.H.
NURS 640 Primary Care of Adult and Gerontology Clients I - 3 S.H.
Diagnosis and management of acute and episodic health related conditions and illnesses in the primary care setting. Epidemiology of problems in adult and gerontology populations is examined with emphasis placed on health promotion and disease prevention. Prerequisites: N617 - Clinical Pharmacology; N619 - Advanced Health Assessment; N612 - Advanced Health Promotion for Families. Co–requisite: N641 - Primary Health Care Management I Clinical. Grade only.
NURS 641 Primary Care Clinical I - 2 ANP/3 FNP
This course provides the opportunity to apply knowledge and develop skills related to the role of the nurse practitioner in primary care. Co–requisites: N640 - Primary Care of Adults I; N642 - Primary Care of Children I (FNP only). Grade only.
NURS 642 Primary Care of Children I - 2 FNP Only
This course focuses on promotion of health of children and their families, and the diagnosis and management of acute and common health related conditions and illnesses in the primary care setting. Prerequisites: N617 - Clinical Pharmacology; N619 - Advanced Health Assessment. Co-requisite: N612 - Advanced Health Promotion for Families; N613 - Advanced Health Promotion for Families Clinical; N640 - Primary Care Adult and Gerontology Clients I: Seminar; N641 - Primary Care Clinical I (FNP only). Grade only.
NURS 643 Primary Care Clinical II - 3 ANP/4 FNP
This course provides the opportunity to apply knowledge and develop skills related to the role of the nurse practitioner in management of clients /families with complex disease states and health related conditions. Co-requisites: N644 - Primary Care of Adults II; N646 - Primary Care of Children II (FNP only). Grade only.
NURS 644 Primary Care of Adult and Gerontology Clients II - 3 S.H.
Diagnosis and management of chronic and co-morbid health related conditions and illnesses in the primary care setting. Epidemiology of problems for the adult and gerontology client is examined with emphasis is placed on health promotion,
health maintenance and prevention of disability. Prerequisites: N640- Primary Care of Adults I Seminar; N641 - Primary Care of Adults I: Clinical; N642 - Primary Care of Children I (FNP) . Co-requisites: N643 - - Primary Care A/G Clients II Clinical. Grade only.
NURS 645 Primary Care Internship – 6 DNP
A clinical preceptorship for nurse practitioner students, which provides an opportunity to further enhance knowledge and the skill level related to primary care. The clinical preceptorship provides opportunities to apply theoretical and didactic knowledge in practice. This DNP role clinical is an intensive immersion, with focus on continued development of the nurse practitioner role and in providing of continuity of care. Prerequisites: N617 - Clinical Pharmacology; N619- Advanced Health Assessment; N612 & N613 Advanced Health Promotion for Families; N640 Primary Care of Adult/Gerontology Clients I; N641 Primary Care Clinical I; N643 Primary Care Clinical II; N644 - Primary Care of Adult/Gerontology Clients II; N642/646 Primary Care of Children I & II (FNP only) Grade only.
NURS 646 Primary Care of Children II - 2 FNP Only
This course focuses on the role of the NP in the evaluation and management of chronic and complex health disorders of children in the primary care setting. The impact of chronic and complex disorders on children and families will be considered with an emphasis on strategies to promote wellness, optimize development, and facilitate adaptation in the child and family. Epidemiology of problems is examined. Prerequisites: N641 - Primary Health Care Clinical, N642 - Primary Care of Children I. Co-requisites: N643 - Primary Care Adult/Gerontology Clients III; N644 - Primary Care A/G Clients II Seminar (FNP). Grade only.
NURS 738 Elective – 3 S.H. NURS 738 Elective – 3 S. H.
Nursing and Organizational Leadership Specialty Program Requirements (Total NOL=73 S.H.) Nursing Science Core Courses =39 S.H.
NOL Program Specialty Courses= 34 S.H.
NURS 651 Information & Project Management - 3 S.H.
This course builds on basic knowledge related to informatics and quality. Issues related to system development life cycle of information systems; methods of system analysis and design of electronic health records; and project management will be discussed. Prerequisites: N606 - Nursing Information Management and Decision Making. Grade only.
NURS 652 Financial Resource Management in Nursing Service - 3 S.H.
This course focuses on the application of fiscal management principles, budgeting conventions, and human resource allocation methods as they are applied in the provision of nursing care within health care organizations. Prerequisites: N600 - Scientific & Ethical Foundations; or consent of instructor. Grade only.
NURS 653 Human Resource Management - 3 S.H.
This course focuses on personnel management and labor relations principles as they apply to the provision of nursing services within a health care organization. Prerequisites: N600 - Scientific & Ethical Foundations; N608 - Organizational & Systems Leadership. Grade only.
NURS 654 Structure and Design of Nursing Services - 3 S.H.
Course content related to health care organization structures with an emphasis on the design and delivery of nursing services. Prerequisites: N600 - Scientific & Ethical Foundations; , N604 - Health Care Policy/Quality Health Care Delivery; N608 - Org & Systems Leadership; N655 - Nursing Leadership I Practicum. Grade only.
NURS 655 Nursing Leadership Practicum 3 S.H.
This guided practicum is designed for students to practice the nursing administration role with practicing nurse administrators, quality improvement specialists, and Informatics nurses utilized as preceptors to enhance the application of principles. Competencies that will begin to be developed are (a) communication and relationship-building, (b) knowledge of the healthcare environment, (c) leadership, (d) professionalism, and (e) business skills. Prerequisites: N600 - Scientific & Ethical Foundations; N606 - Nursing Information Management & Decision-Making; N614 - Evidence-Based Practice. Co-requisite: N652 - Financial Resource Mgmt in Nsg Services; N653 - Human Resource Management. Grade only.
NURS 656 Administrative Processes in Health Care and Nursing - 3 S.H.
This course provides knowledge of health care organization design and behavior. Focus is on nursing care systems as they relate to the organization, labor relations, and personnel principles as they apply to the provision of nursing services. Prerequisite: Admission to the Nurse Anesthesia Program or consent of instructor. Grade only.
NURS 657 Nursing Leadership Practicum II - 3 S.H.
This is the second semester of a guided practicum designed for students to practice the nursing administration role with practicing nurse administrators, quality improvement specialists, and informatics nurses utilized as preceptors to enhance the application of principles. Competencies that will be developed and refined are (a) communication and relationship-building, (b) knowledge of the healthcare environment, (c) leadership, (d) professionalism, and (e) business skills. Emphasis will be on human and financial resource management. Prerequisites: N600 - Scientific & Ethical Foundations; N606 - Nsg Info Mgmt &
