DNP Handbook

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The mission and vision of the College of Nursing are accomplished though leadership by faculty, staff, and students. The leadership philosophy of the College embraces resiliency, shaping positive change, pro-active thinking, effective partnerships, and risk-taking toward creative possibilities.

DNP

Handbook

2016-2017

The DNP Program Handbook has been compiled as a resource for students and advisors. It is intended to provide annually updated program information as comprehensively as possible in one place. Information herein is based on College of Nursing requirements for the DNP Program. Policies, procedures, and requirements are subject to change and may be superseded by action of the Professional Graduate Nursing Program Committees of the College of Nursing.

Please contact us with any questions you may have:

Susan Barnason PhD, RN,

APRN-CNS, CEN, CCRN, FAHA, FAAN

Professor

Director, DNP Program

University of Nebraska Medical Center, College of Nursing

1230 “O” Street, Suite 131 Lincoln, NE 68588-0220 (402) 472-7359 - office (402) 472-7345 - FAX sbarnaso@unmc.edu Daneisha Hall Office Associate II

University of Nebraska Medical Center, College of Nursing

Omaha Division, Office 5018 985330 Nebraska Medical Center Omaha, NE 68198-5330

(402) 559-2150 - office

daneisha.hall@unmc.edu

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MISSION AND VALUE STATEMENT1

The mission of the University Of Nebraska Medical Center College Of Nursing is "to improve the health of Nebraska through premier nursing education programs, innovative research, the highest quality patient care, and service to underserved populations." The goals of the College of Nursing reflect the mission statement and are embedded in the College of Nursing vision statement:

 Deliver state of the art nursing education that blends traditional learning approaches with emerging learning technologies;

 Offer health care and health systems solutions grounded in leading-edge nursing science;

 Promote health, reduce the burden of illness, and lessen health disparities in Nebraska and beyond.

PHILOSOPHY STATEMENT

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The philosophy statement of the College of Nursing is consistent with the overall role and mission of the University of Nebraska Medical Center, which emphasizes education, research, patient care and outreach to underserved populations. This philosophy of nursing and nursing education is embedded in a milieu of commitment to quality of work and learning environments, respect for diversity, and an appreciation of scientific inquiry.

HUMAN BEINGS

Clients, students, faculty, and co-workers are viewed as unique human beings who are intrinsically valued and worthy of respect. Human beings are embedded in a cultural milieu. They have inherent rights and reciprocal responsibilities. Humans are in the process of constantly evolving and have potential for growth.

ENVIRONMENT

The environment consists of economic, social, cultural, legal, ethical, technological, ecological, and political forces which interact at local, state, regional, national, and global levels. The environment influences health and how health care is organized and implemented. Human beings interact with, influence, modify, and adapt to the environment. Nursing practice, education, and research are affected by and affect the environment. Environmental forces at all geopolitical levels influence the health care system.

HEALTH

Health is a dynamic, multidimensional process of developing which is influenced by biological factors, individual perceptions, cultural norms, and environmental forces. It is an important part of human experience and quality of life. Health affects and is affected by human need, potential, behavior and choice. The aim of health care is achievement of a fuller measure of health for all members of society. Achievement of this goal requires an integrated approach and partnerships between clients, health care professionals and the community. This approach includes promoting wellness and positive lifestyle;

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facilitating coping; preventing disease, dysfunction, and/or injury; and caring for those who are experiencing health problems. All members of society have a right to access health care.

NURSING

Nursing is a scholarly practice discipline which integrates both art and science in the care of human beings as individuals and aggregates. The goal of nursing is to promote client health using knowledge, clinical judgment, skills, experience, and leadership. Nursing involves an investment of self in the establishment of reciprocal trusting relationships with clients and health team members. Nurses have a responsibility for ethical awareness in the social, political, legal, ecological, and economic arenas to serve as advocates for client health. The body of nursing knowledge is both experientially and scientifically developed and validated through nursing research and practice.

NURSING EDUCATION

Nursing is practiced in a health care environment characterized by cultural diversity and rapid advances in knowledge and technology that challenge learned rules, values, and beliefs. Nursing education facilitates development of the critical thinking and creative problem solving skills and the personal and professional integrity essential for practicing nurses to continuously learn, question, and refine the knowledge, values, and beliefs that inform their practice. Nursing education fosters multiple ways of knowing in the development of nursing knowledge, including scientific or empirical knowing, ethical knowing, personal knowing, aesthetic knowing, and others. Thus, the educational process includes the interactions that occur between teachers, students, health team members and clients that promote the development in students of clinical reasoning; psychomotor, communication and technology skills; ethical reasoning; advocacy; and personal and professional integrity.

Both teachers and students are responsible for actively engaging as partners in learning and for acquiring the attitudes and skills of life-long expert learners. The different knowledge, skills, and experiences of individual students and faculty are acknowledged in developing learning activities. The practice of teaching in nursing is recognized as a scholarly endeavor.

Professional nursing education at the baccalaureate level prepares graduates for practice as beginning nurse generalists. Master's education in nursing prepares nurses for advanced practice roles (nurse practitioner, clinical nurse specialist, and health systems nurse specialists). Doctoral education in nursing prepares nurses to assume leadership in the development of nursing knowledge.

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4 GOAL AND OUTCOMES

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GOAL3

The goal of the Doctor of Nursing Practice (DNP) program is to “prepare graduates for the highest level of nursing leadership and practice within organizations and systems, to improve health care delivery and patient outcomes at all levels and for diverse populations, to serve as faculty in nursing education programs, and to translate research findings for clinical practice”.

PROGRAM OUTCOMES4

Upon completion of the program, graduates will be able to:

1. Develop and evaluate new practice approaches based on theories and empirical evidence from nursing and other disciplines.

2. Demonstrate organizational and systems leadership for quality improvement/patient safety for health care systems and populations.

3. Design, implement and evaluate processes to improve health practices and outcomes at the institutional, local, state, regional, national, and international health delivery levels.

4. Demonstrate leadership in the selection, use, evaluation, and design of information systems/technology for improvement and transformation of health care.

5. Lead the development, implementation, and evaluation of health policy and its impact on health outcomes at the institutional, local, state, regional, national, and international health care delivery levels.

6. Engage in interprofessional collaboration in complex health care delivery systems.

7. Design, implement, and evaluate care delivery models and strategies to improve population health.

8. Demonstrate advanced levels of accountability and systems thinking to advance and uphold professional nursing values.

9. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating care in complex situations.

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5 REQUIREMENTS FOR DNP PROGRAM

DNP PROGRAM CURRICULUM--REQUIRED COURSEWORK5 FOR 2016-2017 ACADEMIC YEAR

Course Title Semester Taught Credit

Hours

BIOS 806 Biostatistics Fall, Spring 3

EPI 820 Epidemiology Fall, Spring 3

NRSG 701 Implementing Evidence-Based Practice Fall 3

NRSG 702 Methods for Assessing Clinical Practice

Outcomes Fall 3

NRSG 703

Changing Complex Systems to Improve Health Care Delivery

2 didactic credits, 2 practicum credits [90 clinical practicum hours]

Spring 4

NRSG 704

Clinical Inquiry

Minimum 10 credit hours (450 clinical practicum hours)

Ongoing, after completion of prerequisites

Minimum of 10

NRSG 709 Health Care Policy Spring 3

NRSG 731 Transformational Leadership Summer 3

NSRG 755 Health Care Economics and Financial

Management Fall 3

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*Tables demonstrate Required Course Work and Associated Pre-requisite and Co-requisite requirements. Please see Appendix A & B for Course Descriptions and Appendix C & D for Exemplars.

REQUIREMENTS FOR DNP PROGRAM COMPLETION

At the completion of the DNP program, students are recognized for

1. Submission of a DNP Integrated Scholarly Portfolio. 2. Completion of DNP Scholarly Project.

DNP COURSES: PRE-REQUISITES AND CO-REQUISITES*

Course Title Pre-requisites Co-requisites

BIOS 806 Biostatics or approved graduate level statistics

course None None

EPI 820 Epidemiology None None

NRSG 701 Implementing Evidence-Based Practice NRSG 731 Biostatistics NRSG 702 Methods for Assessing Clinical Practice

Outcomes NRSG 731

NRSG 701 Biostatistics NRSG 703 Changing Complex Systems to Improve Health

Care Delivery

NRSG 731 Biostatistics

NRSG 701

NRSG 704 Clinical Inquiry (Clinical Practicum) None

NRSG 731 or 703 or permission of DNP Faculty Advisor or DNP Program Director

NRSG 709 Health Care Policy None None

NRSG 731 Transformational Leadership

**May be taken concurrently w/ Biostatistics. Pre-or co-requisite for all other DNP courses

None None NRSG 755 Health Care Economics and Financial

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7 DNP PROGRAM INTEGRATED SCHOLARLY PORTFOLIO (ISP)

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1. At the completion of the DNP program, students are recognized for their achievements in a selected area of expertise as documented in the DNP Integrated Scholarly Portfolio. This expertise is evident in their ability to complete a Scholarly project, communicate information to a variety of audiences and provide service through their professional and community endeavors and to demonstrate competency in all domains of DNP practice.

2. The DNP Integrated Scholarly Portfolio includes:

a. DNP Curriculum vitae (refer to Appendix E: DNP Curriculum Vitae format) b. DNP Clinical Practicum Log

c. Final DNP Scholarly Project Report d. Service to the Profession

e. Attendance at professional/research meetings/conferences

f. Evidence of paper or poster presentation at professional/scientific conference g. Exemplars representing scholarly work in DNP courses:

DNP Course Critical Course Assignment Completed NRSG 731: Transformational Leadership  Transformational Leadership paper NRSG 755:

Health Care Economics and Financial Management

 Business Plan and Practice Initiative Project

NRSG 701: Implementing Evidence-Based Practice

 Evidence Tables

 Systematic review of the literature NRSG 702:

Methods for Assessing Clinical Practice Outcomes

 Microsystem plan

NRSG 703: Changing Complex Systems to

Improve Health Care Delivery  System Change Clinical Project

NRSG 709: Health Care Policy

 Policy Analysis paper

 Influencing health practices/policy paper

3. The DNP Integrated Scholarly Portfolio will be updated annually by January 31st_{and submitted}

electronically to the DNP Academic Advisor and DNP Program Director. Refer to Appendix L: Title Page of DNP Scholarly Portfolio and Appendix M: DNP Program Approval Form for Final

Integrated Scholarly Portfolio.

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8 DNP SCHOLARLY PROJECT

DNP CLINICAL PRACTICUM REQUIREMENTS

Students must complete a minimum of 1000 post-baccalaureate practice hours. For post-master’s students, practice hours from the student’s MSN program will be evaluated and credit will be awarded for verified practice hours.

Students will further their exploration and analysis of their selected client, population, and/or system. Students’ own evidence-based analysis and data from either clinical practice and/or epidemiological studies will be used to guide the design and development of interventions directed at practice change, system changes, or aggregate health improvements. Analysis of socio-economic, cultural, ethical, and political implications continues. Building on the student’s work, practice interventions are refined. Under guidance of their academic advisor, students implement their designated project and evaluate. Plans for or evidence of dissemination occurs.

The clinical practicum hours provide students the opportunity to apply knowledge and newly acquired skills to the practice setting. Practice settings will vary depending on students’ interest and career goals. The primary aim of the practice work is to design, implement, and evaluate change that will improve health outcomes for individuals, families, communities, and/or populations. Overall, the DNP practicum experiences culminate in the scholarly project.

Objectives:

1. Design, implement, and evaluate new practice approaches or health practices to meet the current and/or future needs of patient populations at the institutional, local, state, national, regional, and/or international health delivery levels.

2. Actively engage in leadership to develop and evaluate health policy.

3. Effectively communicate and collaborate with a variety of professionals to create and implement change in complex healthcare delivery systems.

4. Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.

5. Disseminate findings from evidenced-based practice and research to improve healthcare outcomes.

A minimum of 540 clinical practicum hours are for DNP post-masters students. DNP clinical practicum hours are taken in the following courses:

NRSG 703: Changing Complex Systems to Improve Health Care Delivery, 2 credits (90 hours) NRSG 704: Clinical Inquiry: Minimum of 10 credits (450 hours)

The course NRSG 703 Changing Complex Systems to Improve Health Care Delivery includes a 2 credit hour practicum or 90 hours of clinical practicum. In this practicum students will select a micro or macro system and/or aggregate population of interest. Students will use newly learned system theories and models to evaluate their selected practice of interest. Students will begin to explore and integrate principles of finance, economics, health policy, ethics, and cultural diversity to develop and implement plans for practice-level and/or system-wide quality improvement. Students will employ interprofessional

communication and collaborative skills in the design and evaluation of their quality improvement plans. Students will evaluate the intersection of the micro level with health care delivery system. Ethical implications of change will be analyzed.

The DNP clinical practicum experiences culminate in the Scholarly Project (described below) conducted in the course NRSG 704 Clinical Inquiry. NRSG 704 includes a minimum of 450 clinical practicum hours. Additional hours may be needed to fulfill the DNP requirement of 1000 post-baccalaureate practice hours.

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DETERMINATION OF DNP CLINICAL PRACTICUM HOURS

1. Qualified APRN post-masters DNP students (nurse practitioner, clinical nurse specialist, certified nurse anesthetist, and midwife) with certification in their area of specialty are recognized as having a minimum of 500 hours clinical hours in their master’s program. These students will be required to complete a minimum of 500 DNP clinical practicum hours in their program of study.

a. DNP Post-masters students who do not have certification as APRN, but have graduated from a master’s program that prepared them as an APRN and were qualified at graduation to certify as an APRN, will be recognized as equivalent to having 500 clinical hours in their master’s program. These students will be required to complete a minimum of 500 DNP practicum hours in their program of study.

2. Qualified post-masters students with a master of science in nursingleadership/administration will be evaluated based upon the total number of clinical hours in their master’s program.

a. Post-masters students who have certification as an Advanced Nurse Executive (NEA-BC), a Nurse Executive (NE-BC or CENP), or as a Certified Nurse Manager and Leader (CNML) are recognized as having a minimum of 500 hours clinical hours. These students will be required to complete a minimum of 500 DNP practicum hours in their program of study.

3. Post-master’s students who do not have advanced certification (NP, CNS, APRN-CRNA, APRN-CNM, NEA-BC, NE-BC or CENP, CNML) will be required to submit a professional portfolio that documents clinical activities and scholarship to meet the criteria for clinical hours for the DNP program. The portfolio should include a resume or curriculum vitae, and a description of the individual’s practice experience; academic and specialized programs of study in their specialty area (including the number of clinical hours and type of clinical experiences).

a. Students who do not meet the clinical hours through submission of a professional portfolio will be evaluated and required to take DNP clinical residency hours in addition to DNP clinical practicum hours in their plan of study to provide an individualized clinical plan based on their background, experience and learning needs to complete the required 1,000 clinical hours for the DNP degree. In such cases, 45 clinical hours are the equivalent of 1 semester credit hour.

b. DNP clinical residency hours will be in the student’s area of specialization and supervised by DNP program academic advisor.

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DNP CLINICAL PRACTICUM

The student and their DNP faculty academic advisor will discuss the site for the DNP clinical practicum experiences. The DNP faculty academic advisor and student will verify that there is a contractual agreement between UNMC College of Nursing and the practice site selected.

 A clinical mentor/mentors from the practice setting should be identified. It is preferable that this mentor have a graduate degree in a relevant healthcare discipline. The clinical mentor may

provide feedback to the DNP faculty academic advisor; however the DNP faculty academic advisor is responsible for grading the DNP clinical practicum (NRSG Course 704).

DNP Clinical Practicum hours include: 1. Direct care or practice contact hours

2. Practice experiences that are outside of the job description and responsibilities of the student. The practice experience must have goals and learning outcomes completed during a mentored relationship with a clinical expert and/or faculty member

 In depth work with clinical experts, including an interdisciplinary team  Meaningful engagement in the practice environment

 Programmatic efforts to address a clinical practice issue

 Mobilizing interdisciplinary teams to solve complex clinical problems  Significant meetings that related directly to the outcomes

 Discussions with preceptor/mentor and others who can add to the outcome  Data collection and analysis

 Organizational assessment of current standard of care and then to facilitate translation of evidence based findings as needed into practice

The DNP student will keep a log of the clinical practicum hours. The DNP Clinical Practicum log will include the: a) approved objectives for the clinical practicum experiences, b) types of clinical

experiences/clinical learning related activities, c) clinical mentor (if applicable) and d) log of time related to clinical experiences/clinical learning related activities. See Appendix H: DNP Clinical Practicum Log

GUIDANCE OF THE SCHOLARLY PROJECT6

1. Guidance of scholarly project is provided by individual DNP faculty academic advisor in conjunction with the Professional Graduate Professional Nursing (PGPN) committee. This committee will oversee all scholarly projects to insure appropriate scope and consistency of expectations. Students will not have individual scholarly committees. However, they may have a clinical mentor and/or consultant, such as a stakeholder with an interest in a specific project. a. Role of DNP faculty academic advisor/Chair Scholarly Project will include assuming primary

responsibility for guiding the student through completion of the doctoral project, to include guidance with:

i. Refinement of the written scholarly project proposal ii. Completion of submission of an application to the IRB

iii. Implementation of the approved scholarly project, including supervision of DNP clinical practicum.

b. Role of Scholarly Project Clinical Mentor and/or Stakeholder

A clinical mentor and/or stakeholder may be included as an expert or consultant on the student’s scholarly project. The clinical mentor and/or consultant have practice, content or methodology expertise in the student’s area of interest and in particular in the student’s scholarly project focus.

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STATISTICAL CONSULTATION AVAILABLE FOR DNP STUDENTS7

Statistical consultation for the DNP scholarly project will be available for the DNP student.

1. The DNP student and their DNP Faculty Advisor can make an initial joint appointment meeting for a 30 to 60 minute statistical consultation with a CON biostatistician*. Appointments should be made as students are preparing their DNP scholarly proposal, after they have a fairly complete draft from working with their advisor, and PRIOR to submission of the proposal for final approval. The biostatisticians will also be available to answer questions before a draft is completed-to be sure communication is clear, all meetings need to be with students and their advisors.

2. The DNP student will submit the DNP proposal to the biostatistician prior to the meeting. The purpose of the meeting with the DNP student, DNP faculty advisor and the biostatistician would be to:

a. Review the purpose, aims, and methods (including design, measurement tools, data collection and planned data analysis) with the biostatistician.

b. Discuss proposal as it relates to the plans for data entry.

c. Discuss recommendations for data analysis and strategies to conduct the analysis (e.g., using SPSS).

d. Discuss the learning needs for the student to manage data collection, data entry, data analysis and interpretation of data analysis.

e. Discuss available resources to support the DNP students’ DNP project analysis (e.g., CON NNRC research website resources).

f. Discuss any additional plan for accomplishing the learning needs of the student.

*Further consultation with the biostatistician will be available if needed as the project is being carried out. Arrangements for any final analysis assistance need to be made well in advance of graduation: no later than October 15th for December graduation, March 15th for May graduation, and June 15th for August graduation. Students are permitted up to 5 hours of statistical consultation per semester. Please make an initial appointment with Leeza Struwe on the Lincoln campus for either an in person or by phone

consultation. Adobe Connect and other methods are also available. Send all documents, data files, etc. at least 3 days in advance of the appointment to lstruwe@unmc.edu. Please book your appointment time at:

http://leezastruwe.youcanbook.me/. If it is a phone consultation include the phone number where you and your DNP faculty advisor can be reached at your selected date and time.

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DNP SCHOLARLY PROJECT PROPOSAL APPROVAL8

1. The student will obtain approval from their DNP faculty academic advisor to submit their DNP scholarly project proposal to the DNP program director. After review and approval by the DNP program director, the student’s proposal is sent to the Professional Graduate Nursing Program Admission, Progression, Graduation and Scholarship (PGNPA) committee. The specific components of the Scholarly project proposal are delineated in Appendix I.

2. Process for DNP Scholarly project

a. The DNP program director and the Professional Graduate Nursing Program Admission, Progression, Graduation and Scholarship (PGNPA) committee will review the proposed scholarly project using the evaluation rubric (DNP Scholarly Project Proposal Review Appendix J).

b.

1) In the event that the Professional Graduate Nursing Program Admission, Progression, Graduation and Scholarship (PGNPA) committee has

recommendations for revision, the DNP student will confer with his/her DNP faculty academic advisor and make recommended changes/edits as indicated. When the revised DNP Scholarly proposal has been approved by the student’s faculty academic advisor and DNP program director, a request for final approval by the Professional Graduate Nursing Program Admission, Progression,

Graduation and Scholarship committee (PGNPA) will be submitted by the DNP program director.

c. The student will submit his/her scholarly project proposal to the UNMC Institutional Review Board after their proposal has been approved by the Professional Graduate Nursing Program Admission, Progression, Graduation and Scholarship committee (PGNPA). d. The student will also need to seek IRB approval from the practicum agency site. In some

cases, practicum agencies will waive further IRB approval if UNMC IRB has approved the proposal. The letters of approval from UNMC IRB and the practicum agency IRB will be included in the final scholarly project report.

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13 SCHOLARLY PROCESSES AND PROCEDURES

PROGRESSIONS TOWARD THE SCHOLARLY PROJECT

The DNP faculty academic advisor oversees the student’s plan of study, including the scholarly project, beginning with the student’s acceptance into the DNP program. Planning for the didactic and practicum components of the DNP curriculum takes place concurrently. Specifically, plans for the scholarly project begin early in the DNP program and evolve as the student progresses through the didactic course work. The 700-series of DNP courses is designed to build toward the student’s scholarly project in the following ways:

NRSG 701: Students explore the evidence for practice change in their clinical areas, begin to identify a specific focus for their scholarly project, and develop the building blocks for the components of the scholarly project.

NRSG 702: Students begin to design their scholarly project and identify methods for assessing and measuring outcomes

NRSG 703: Students identify system-level considerations relevant to their scholarly projects. This course includes a DNP clinical practicum component (2 credits/ 90 clinical hours), which can be used for preliminary work on the scholarly project. By the completion of NRSG 703 (or shortly thereafter) students should have their plans for the scholarly project well-developed and ready to move through the approval process.

 By the completion of NRSG 703 (or shortly thereafter) full-time students should have a scholarly plan that has been approved by the advisor and DNP program committee, and is ready for submission to the IRB.

 Part-time students will likely have a more extended time frame for scholarly approval, as they may have additional course work to complete after NRSG 703.

NRSG 704: Students develop, implement and evaluate their DNP scholarly project. NRSG 709: Students explore the policy implications of practice change in their areas.

NSRSG 731: Students begin to explore the meaning of innovation, collaboration, and practice change to improve patient outcomes.

NRSG 755: Students analyze the cost implications of practice change.

SUMMARY OF STEPS RELATED TO THE SCHOLARLY PROJECT

 As students progress through the didactic course work: Advisors meet with students at least once a semester to discuss initial and evolving ideas about the scholarly project.

 Upon completion of the course work: Students prepare a plan (proposal) for the scholarly project.

 Upon approved by the advisor: The plan is submitted to the DNP program committee.

 Upon approval by the PGNPA committee: The plan is submitted to the IRB. .

 During NRSG 704: Students engage in their clinical practicum that supports the development, implementation and evaluation of their DNP scholarly project proposal.

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FINAL OUTCOMES OF DNP SCHOLARLY PROJECT9

1. Scholarly projects will result in both written and presentation outcome products. These

products may take different forms, based on the nature of the scholarly and opportunities available to students. The final written DNP scholarly project will be submitted to the DNP program prior to graduation. Refer to Appendix G for DNP Scholarly Project Final Report Format. Also refer to Appendix H for a DNP scholarly project cover page and Appendix I for a DNP Program Approval Form for Scholarly Project.

2. The written outcome to be completed:

a. A manuscript suitable for publication in a peer-reviewed journal (preferably a practice journal). The manuscript should be written in the style of the target journal. It must be submitted to the journal prior to final DNP program completion and graduation, but does not need to have been accepted by time of graduation.

3. The presentation outcome could include either of the following options:

a. An oral presentation to stakeholders. Again, “stakeholder” is defined broadly. The presentation to stakeholders must be scheduled prior to graduation, although it may actually take place after the student has graduated. The PowerPoint for the presentation must be completed and approved by the advisor prior to graduation.

b. A poster or podium presentation at a professional meeting. The abstract for the poster or podium presentation must be ready for submission prior to graduation. However,

depending of the date of the Call for Abstracts, the student’s abstract may be submitted after graduation.

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15 DNP OPTIONS FOR CERTIFICATION

DNP students and graduates are encouraged to complete certification in a relevant content area based on individual career goals and areas of study. DNP graduates who are certified as nurse practitioners, nurse anesthetists or clinical nurse specialists are strongly encouraged to maintain that certification as evidence of clinical knowledge and skill. There are additional options for certification that relate to those DNP students and graduates that have a nursing leadership/administration focus that includes: Advanced Nurse Executive (NEA-BC), a Nurse Executive (NE-BC or CENP), or as a Certified Nurse Manager and Leader (CNML) .

INFORMATION ON CLINICAL INQUIRY

UNMC INSTITUTIONAL REVIEW BOARD

All clinical inquiry conducted as a student at UNMC must be approved by the UNMC IRB (even if the data will be collected in the community or another institution). All research proposals (including exempt) must have peer review in the College of Nursing before transmittal to the UNMC IRB office. Peer review is conducted by the CON Research Committee. Contact your advisor regarding specific requirements for IRB proposals.

Graduate students should submit their IRB application to the NNRC research office before submitting them to the IRB. Contact the NNRC office for current information.

Note. If a doctoral student has an NRSA or other research support where a portion of the monies are paid back to the NNRC for research support, the NNRC will provide full services, similar to what we provide for faculty, for submission of the student's IRB application.

On June 5, 2000, the NIH mandated investigator education in the protection of human subjects. This requirement represents a partial response on the part of the Federal government to the serious compliance problems which have arisen at a number of institutions during the last two years. "Beginning on October 1, 2000, the NIH will require education on the protection of human research participants for all investigators submitting NIH applications for grants or proposals for contracts or receiving new or non-competing awards for research involving human subjects."

(NIH Guide, June 9, 2000).

The Association of American Universities (AAU) Task Force on Research Accountability which was co-chaired by President L. Dennis Smith issued a report on June 28, 2000 which stated that "Universities must ensure that all personnel (faculty, researchers, management, and administrative staff) directly involved in human subjects research understand the applicable laws, regulations and ethical standards governing the protection of human subjects. All personnel engaged in the direct conduct of such research should be required to receive appropriate education designed for their level of involvement. Upon

completion of training, an examination geared to each person's level of involvement should be

administered, resulting in a designation (e.g., credentialing or certification) that the individual may engage in human subjects research."

In response to the NIH mandate and the AAU Task Force recommendations UNMC/NHS/UNO will require all key personnel involved in the conduct of human subjects research to be certified by CITI training. Key personnel are considered to be the following: (1) Principal Investigators, (2) Secondary Investigators, (3) Participating Physicians/Health Care Personnel and (4) Research Coordinators. This applies to all faculty, staff and students who fall into any of these categories.

Required web-based training program is on-line at www.unmc.edu/irb. The UNMC/NHS/UNO IRB does not approve research proposals unless all key personnel listed in Section 1 of the IRB application are certified.

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16 SOCIAL SECURITY & MEDICARE TAX EXEMPTION POLICIES

FOR STUDENT EMPLOYEES

See Student Handbook

DOCTORAL STUDENT SCHOLARSHIPS

 The American Assembly for Men in Nursing

o http://aamn.org/scholarships.shtml

 American Association of Colleges of Nursing

o http://www.aacn.nche.edu/Government/opps.htm o http://www.aacn.nche.edu/Education/financialaid.htm  American Association of Critical-Care Nurses

o http://www.aacn.org/WD/Memberships/Content/bsngradschship.pcms  AACN Omaha-Council Bluffs Chapter

o Each year the Omaha-Council Bluffs Chapter of AACN offers scholarship money to its members for education, books, workshops, etc.

o Omaha-Council Bluffs AACN P. O. Box 31215

Omaha, NE 68131

 American Association of University Women

o http://www.aauw.org/learn/fellows_directory

o AAUW offers scholarships to women for graduate study or advanced research

 American Cancer Society-Oncology Nursing

o http://www.nlnac.org/ACS_Ad.htm

o The American Cancer Society sponsors scholarships to support nurses who are earning either a master's or doctoral degree with a specialty in oncology nursing.

 American Holistic Nurses Association

o http://www.ahna.org/Resources/ScholarshipsandAwards/tabid/3796/Default.aspx  American Mensa Education and Research Foundation

o AMER gives the Rita Levine Memorial Scholarship to women who are returning to school after an absence of 7 or more years and is enrolled in an accredited college or university.

o http://www.mensafoundation.org/AM/Template.cfm?Section=Scholarships1  American Nurses Foundation

o http://www.anfonline.org/MainCategory/NursingResearchGrant.aspx  Business and Professional Women's Foundation (BPW)

o http://www.bpwfoundation.org/i4a/pages/index.cfm?pageid=1

o BPW offers several different scholarships for women. The scholarships are need-based.

 Educational Loan Forgiveness Information

o http://www.hrsa.gov/loanscholarships/repayment/nursing/ o http://www.finaid.org/loans/forgiveness.phtml

 Health Professions Prep Scholar Program for Native Americans

o https://www.cfda.gov/?s=program&mode=form&tab=step1&id=6831087ac1fa9b7eacba5f 1102c5de7e

 Indian Health Service Loan Repayment

o http://www.loanrepayment.ihs.gov/  International Chapter P.E.O. Sisterhood

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o http://www.peointernational.org/

o Local P.E.O. Chapters sponsor female students for a variety of scholarship and financial aid projects

 La Unidad Latina Foundations Scholarships

o http://www.lulfoundation.org/  Munroe-Meyer Institute

o http://www.unmc.edu/mmi

o Occasionally MMI will have traineeship available for graduate nursing students. Call the Director of Nursing at MMI (402) 559-5144) to see if funds are available.

 NAACP Scholarships

o http://www.naacp.org/pages/naacp-scholarships  National Association of Catholic Nurses

o http://www.nacn-usa.org/

 National Association of Hispanic Nurses

o http://www.thehispanicnurses.org/scholarship /  National Health Services Corp

o http://nhsc.hrsa.gov/

 National Student Nurses Association

o http://www.nsna.org/FoundationScholarships.aspx

 Nurses Educational Funds, Inc.

o These scholarships are given to candidates for master's and doctoral degrees who are deemed to have the highest potential for leadership in the profession of nursing.

o http://www.n-e-f.org/  Phi Delta Gamma - NU Chapter

o Nu Chapter, Phi Delta Gamma, an honorary organization for persons with advanced degrees, will provide an annual scholarship for a student enrolled in the Graduate Nursing Program at the University of Nebraska Medical Center.

 Sigma Theta Tau International

o Monies are available for research from Headquarters and local chapters. Gamma Pi Chapter-at-Large at the UNMC College of Nursing also provides some scholarship monies.

o http://www.nursingsociety.org/default.aspx  Udall Scholarship

o www.udall.gov/

 Additional information is available at Graduate Program orientation site

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18 CHECKLIST AND TIMELINE FOR DNP STUDENTS

Requirement Timing Necessary

Documentation

Date Completed

Faculty Academic Advisor Assigned during DNP

program orientation

Begin a Plan for the Scholarly Project

In conjunction with DNP Orientation and Immersion Seminar

Obtain Scholarly Project Approval from Faculty Academic Advisor, DNP Program Director and

Professional Graduate Nursing Program Admission,

Progression, Graduation and Scholarship (PGNPA)

Committee

Before beginning the scholarly project

Obtain IRB approval

After DNP Faculty Academic Advisor and DNP Scholarly project approval and before beginning scholarly project

Carry out Scholarly Project During NRSG 704

Prepare written report and

oral presentation During NRSG 704

Approval of Scholarly Project

Upon successful written and presentation outcomes of DNP Scholarly Project

Awarding of the DNP Degree

Upon successful oral and written

components of DNP Scholarly Project & Final DNP Integrated Scholarly Portfolio

Final documents are due

1 week prior to date of graduation.

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19 APPENDEX A: DNP COURSE DESCRIPTIONS

1 0 - 11

BIOS 806: BIOSTATISTICS

This course is designed to prepare the graduate student to understand and apply biostatistical methods needed in the design and analysis of biomedical and public health investigations. The major topics to be covered include types of data, descriptive statistics and plots, theoretical distributions, probability, estimation, hypothesis testing, and one-way analysis of variance. A brief introduction to correlation and univariate linear regression will also be given. The course is intended for graduate students and health professionals interested in the design and analysis of biomedical or public health studies.

PREREQUISITE COURSES: None

CREDIT ALLOCATION: 3 credits, seminar

*Biostatics requirement will be waived if DNP student has BIOS 806 or equivalent within 5 years of

admission to DNP Program.10

EPI 820: EPIDEMIOLOGY

This course is designed to prepare the graduate student, professional student or fellow to gain knowledge and skills in basic epidemiological concepts and applications. Major topics to be covered include sources of data, study designs, analytical strategies, interpretation of data, disease causality and control of public health problems.

NRSG 701: IMPLEMENTING EVIDENCE-BASED PRACTICE

This course builds on an understanding of the scholarship of nursing and the concepts of evidence-based practice. It will prepare students to critically evaluate theories, concepts, and methods relevant to the review, analysis, synthesis, and application of scientific evidence to nursing and interprofessional healthcare practice. The ethical, economic, cultural, and political implications of innovations in evidence-based practice will be explored.

PREREQUISITE COURSES: NRSG 731.

CO- or PRE-REQUISITES: BIOS 806 or equivalent, or permission of instructor

NRSG 702: METHODS FOR ASSESSING CLINICAL PRACTICE OUTCOMES

A variety of approaches can be used to evaluate health and practice outcomes. In this course, students will explore the strengths and weaknesses of different methodologies and data when compared to a variety of clinically relevant issues. Examples of methodological approaches include the use of surveys, observations, and/or interviews, and quality improvement processes. Examples of data include the use of secondary data sets and/or epidemiological data and clinical records data bases. The use of different methodologies combined with the cultural, ethical, political, and economic implications for practice will be explored.

PREREQUISITE COURSES: NRSG 731.

CO- or PRE-REQUISITES: NRSG 701, BIOS 806 or equivalent, or permission of instructor

NRSG 703: CHANGING COMPLEX SYSTEMS TO IMPROVE HEALTH CARE DELIVERY

Students will explore strategies to create, sustain, and evaluate change in complex micro-and-macro systems. Students will engage in futuristic visioning and scenario building to address emerging practice and health care problems. Solutions to complex systems issues will be proposed within the context of relevant ethical, political, economic, and cultural factors. Students will use collaborative and

interprofessional skills to explore proposed system solutions.

PREREQUISITE COURSES: NRSG 731, BIOS 806

CO- or PRE-REQUISITES: NRSG 701 or permission of instructor

CREDIT ALLOCATION: 2 credits, seminar 2 credits Practicum (90 practicum hours)

10_Approved:_March₂₀₁₃

11_Approved:_Updates_to_course_pre_‐_requisites_and_co_‐_requisites

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NRSG 704: CLINICAL INQUIRY (DNP SCHOLARLY PROJECT)

Students will further their exploration and analysis of their selected client, population, and/or system. Students’ own evidence-based analysis and data from either clinical practice and/or epidemiological studies will be used to guide the design and development of interventions directed at practice change, system changes, or aggregate health improvements. Analysis of socio-economic, cultural, ethical, and political implications continues. Building on the student’s work, practice interventions are refined. Under guidance of their academic advisor, students implement their designated project and evaluate. Plans for or evidence of dissemination occurs.

The clinical practicum hours provide students the opportunity to apply knowledge and newly acquired skills to the practice setting. Practice settings will vary depending on students’ interest and career goals. The primary aim of the practice work is to design, implement, and evaluate change that will improve health outcomes for individuals, families, communities, and/or populations. Overall, the DNP practicum experiences culminate in the DNP scholarly project.

CO-REQUISITES: NRSG 731 or NRSG 703 or permission of DNP Faculty Advisor and DNP Program Director

CREDIT ALLOCATION: 10 (permission of DNP Faculty Advisor and DNP Program Director 450 practicum hours)11

NRSG 709: HEALTH CARE POLICY

This course introduces students to health policy in the US government system and to the role of research in shaping health policy. Students will critically appraise a policy relevant to an area of research or practice and plan implementation strategies for policy change at the appropriate level of government. Students will develop verbal and written communication skills for effective translation of research and policy implications to lay and professional audiences.

NRSG 731: TRANSFORMATIONAL LEADERSHIP

This doctoral seminar introduces the PhD and DNP student to the concepts and principles of

transformational leadership within the context of health care. Using complexity science as a theoretical foundation, the course challenges students to create new ideas, adopt new behaviors and explore new vulnerabilities from which to view and solve health care dilemmas. Transformational leaders are challenged to implement and sustain organizational and systems change to support the healing and caring that leads to improved health outcomes. The three major constructs of transformational leadership (self-transformation, patient centered transformation, health systems transformation) will be explored related to health outcomes.

NRSG 755: HEALTH CARE ECONOMICS AND FINANCIAL MANAGEMENT

Examination of health care economic trends, reimbursement issues, funding sources, and related ethical issues. Application of key principles and methods of financial analysis, cost analysis, budgeting, and business and grant planning.

PREREQUISITE COURSES: NRSG 731 or permission of instructor

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21 APPENDEX B: MSN COURSE DESCRIPTIONS

NRSG 600: Introduction to Global Health Care\

This introductory course to global health care is designed to help prepare nursing students foropportunities in international health. Students will explore the interplay of culture, public health, ethics, social justice, policy and models of health care delivery from a global perspective.

PREREQUISITE COURSES: None

CREDIT ALLOCATION: 1-4 didactic credits; Optional internship 1-3 credits Letter grade – not repeatable for additional credit

NRSG 602*: Nursing Scholarship

This course is designed to engage the learner in critically examining the scholarship of nursing. Emphasis is on the description and appraisal of nursing theories, research, and other forms of literature as the foundation of evidenced-based advanced nursing practice.

PREREQUISITE OR COREQUISITE COURSES: Graduate Statistics**, or permission of the instructor

CREDIT ALLOCATION: 1, 3 or 4 didactic credits Letter grade – not repeatable for additional credit

NRSG 603*: Leadership in Nursing

This course enhances the development of future nurse leaders capable of improving delivery of care to individuals, families, communities, organizations, and health care systems. Students will develop an

understanding of professional leadership theories and how these theories can shape the advanced practice leader in the roles of a nurse practitioner, administrator, educator, and/or researcher. Special attention will be given to developing skills for effective leadership, for example collaboration, conflict resolution, decision-making, and negotiation. Students will explore their personal and professional leadership style and skills and analyze strategies to advance programs and policy to meet the needs of populations.

PREREQUISITE COURSES: None CREDIT ALLOCATION: 3 didactic credits Letter grade – not repeatable for additional credit

NRSG 604*: Health Systems Innovation and Improvement

This course is designed to understand the US health care system and to analyze changes within the evolving health care system. Students apply principles of quality improvement as a basis for shaping innovation in healthcare. Group functioning to change healthcare is the major focus.

CREDIT ALLOCATION: 3 didactic credits Letter grade – not repeatable for additional credit

NRSG 605: Pathophysiology for Advanced Practice Nurses I

An integrated study of the pathophysiology of disorders seen in primary care settings.

PREREQUISITE COURSES: Course in undergraduate pathophysiology or permission of instructor.

NRSG 606: Applied Pharmacology for Advanced Practice Nurses

The Applied Pharmacology for Advanced Practice Nurses (3 credit hours) course provides the graduate nursing student advanced clinical pharmacological management skills in delivering health care to consumers. The course addresses selected pharmacodynamic and pharmacokinetic properties of medications

recommended or prescribed in primary and other health care settings, principles of appropriate medication selection and consumer monitoring, and prescriptive authority responsibilities. Case studies to incorporate theoretical knowledge with clinical situations are used to stimulate critical thinking skills. The course provides the student with information specific to all age groups, encompassing a life span approach. Emphasis is consistently placed on protection of life from the unborn to the aged.

PREREQUISITE COURSES: Undergrad pharmacology course or permission of instructor

NRSG 607: Advanced Assessment Across the Lifespan

The purpose of this course is to increase knowledge and expertise for the acquisition of advanced clinical skills in assessing, and maintaining the health of individuals across the life span. Independent modules,

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clinical lab and simulation will provide opportunities for students to develop advanced practice skills in history taking and physical examinations, including diagnostic and therapeutic procedures.

PREREQUISITE COURSES: Undergraduate health assessment course or permission of instructor.

CREDIT ALLOCATION: 3 credits (2 didactic/1 clinical) Letter grade – not repeatable for additional credit

NRSG 609*: Health Promotion for Populations

This course is designed to examine health promotion and disease prevention interventions. The course provides a foundation for population-based health promotion intervention with an emphasis on theoretical models, intervention strategies, and culturally sensitive practice.

NRSG 614: Research in Clinical Nursing

Upon completion of this course, students will be prepared to apply new or existing knowledge to: improve health care interventions and/or system processes, initiate change, improve clinical practice, and/or monitor and

evaluate outcomes. Under supervision of graduate faculty, the student engages in an evidence-based application project, and communicates the project in writing and in a scientific forum.

PREREQUISITE COURSES: NRSG 602 and graduate statistics**

CREDIT ALLOCATION: 1-2 credits Pass/Fail - Repeatable

** Graduate Statistics

Not offered by College of Nursing but available through University of Nebraska system, including UNMC (BIOS 806 - Biostatistics I), or at/through any accredited college/university

ADULT GERONTOLOGY

NRSG 615: Adult-Gerontology Across the Life Span III: Transitional Care of Adults with Chronic Health Problems

This is the fourth of five sequential theoretical courses to develop the knowledge and skills necessary to care for adults (adolescent through geriatric) across the lifespan. This course focuses on the role of the APRN in managing adults with chronic, complex health problems and facilitating care transitions across settings. Care transitions span multiple care settings (e.g. hospital to home, hospital to skilled care, and home to long-term care) which necessitate interdisciplinary team interventions and coordination of services to achieve optimal patient/client outcomes. The focus is on empowering the adult to maintain or regain health through the framework of evidences based care and use of best practices.

PREREQUISITE COURSES: NRSG 618

COREQUISITE COURSES: NRSG 623, NRSG 624, or NRSG 625

CREDIT ALLOCATION: 2 credits (2 didactic)

NRSG 616: Adult-Gerontology Comprehensive Assessment, Health Promotion and Risk Management

This is the first of five sequential theoretical courses to develop the knowledge and skills necessary to care for adults (adolescent through geriatric) across the lifespan in multiple care settings. The focus of this course is to apply adult-gerontology, comprehensive assessment, risk management, and health promotion concepts from late adolescence to senescence. In addition, the student will learn to assess risk factors that lead to chronic disease illness, disability, and injury. The risk assessment will include functional status, independence, physical and mental status, social roles and relationships, sexual function and wellbeing, and economic or financial status.

CREDIT ALLOCATION: 1 credits (1 didactic) Letter grade – not repeatable for additional credit

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This is the second of five sequential theoretical courses to develop the knowledge and skills necessary to care for adults (adolescent through geriatric) across the lifespan in multiple care settings. This course will address the theoretical and clinical foundation for evidence based management strategies of adult-gerontology health problems and illnesses. Emphasis is on comprehensive assessment, clinical decision-making, and the implementation of scientifically based clinical management plans in collaboration with the healthcare team. The focus is on empowering the adult to maintain or regain health through the framework of evidenced based care and use of best practices.

CREDIT ALLOCATION: 1 credits (1 didactic) Letter grade – not repeatable for additional credit

NRSG 618: Adult-Gerontology Across the Lifespan II: Acute and Episodic Adult Health Problems

This is the third of five sequential theoretical courses to develop the knowledge and skills necessary to care for adults (adolescent through geriatric) across the lifespan in multiple care settings. This course will address the theoretical and evidence based management strategies of adult-geriatric health problems that include complex, chronic, and episodic health problems often occurring with other co-morbid conditions. Emphasis is on comprehensive assessment, clinical decision-making, and the implementation of scientifically based clinical management plans in collaboration with the healthcare team. The focus also includes empowering the adult to maintain or regain health through the framework of evidenced based care and use of best practices.

NRSG 619: Adult-Gerontology Primary Care Nurse Practitioner (NP) I

This course is the clinical component intended to be taken concurrently with NRSG 618: Adult-Gerontology Health Problems Across the Life Span II. This course will provide the student with clinical experiences to apply the course objectives in the clinical setting.

COREQUISITE COURSES: NRSG 618

CREDIT ALLOCATION: 3 clinical credits Pass/Fail – not repeatable for additional credit

NRSG 620: Adult-Gerontology Acute Care Nurse Practitioner (NP) I

NRSG 621: Adult-Gerontology Clinical Nurse Specialist (CNS) I

NRSG 623: Adult-Gerontology Primary Care Nurse Practitioner (NP) II

This course is the clinical component intended to be taken concurrently with NRSG 615: Adult-Gerontology Across the Lifespan III: Transitional Care of Adults with Chronic Health Problems. This course will provide the student with clinical experiences to apply the course objectives in the clinical setting.

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This course is the clinical component intended to be taken concurrently with NRSG 615 : Adult-Gerontology Across the Lifespan III: Transitional Care of Adults with Chronic Health Problems. This course will provide the student with clinical experiences to apply the course objectives in the clinical setting.

COREQUISITE COURSES: NRSG 615

NRSG 625: Adult-Gerontology Clinical Nurse Specialist (CNS) II

This course is the clinical component intended to be taken concurrently with NRSG 615: Adult-Gerontology Across the Lifespan III: Transitional Care of Adults with Chronic Health Problems. This course will provide the student with clinical experiences to apply the course objectives in the clinical setting.

NRSG 627: Adult-Gerontology Primary Care Nurse Practitioner (NP) III

This course is the clinical component intended to be taken concurrently with the final didactic course in the Adult-Gerontology curriculum (NRSG 633: Adult-Gerontology Across the Life Span IV: Adult-Geriatric Syndromes). This course will provide an opportunity for a final clinical practicum to implement advanced practice nursing roles to meet the objectives of the adult-gerontology program. This final clinical practicum provides an opportunity for students to demonstrate a synthesis of their Adult-Gerontology clinical

competencies in preparation for their future practice as Adult-Gerontology Primary Care NP.

NRSG 628: Adult-Gerontology Acute Care Nurse Practitioner (NP) III

competencies in preparation for their future practice as Adult-Gerontology Acute Care NP.

NRSG 629: Adult-Gerontology Clinical Nurse Specialist (CNS) III

competencies in preparation for their future practice as Adult-Gerontology Clinical Nurse Specialist (CNS).

NRSG 630: Adult-Gerontology Primary Care Nurse Practitioner Comprehensive Assessment Practicum

This course is the clinical component intended to be taken concurrently with NRSG 616 and NRSG 617. This course will provide the primary care NP student with clinical experiences to apply the course objectives for NRSG 616 and NRSG 617 in the outpatient clinical setting.

COREQUISITE COURSES: NRSG 616 AND NRSG 617

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NRSG 631: Adult-Gerontology Acute Care Nurse Practitioner Comprehensive Assessment Practicum

This course is the clinical component intended to be taken concurrently with NRSG 616 and NRSG617. This course will provide the acute care NP student with clinical experiences to apply the course objectives for NRSG 616 and NRSG 617 in the inpatient and specialty care clinical setting.

CREDIT ALLOCATION: 3 clinical credits

NRSG 632: Adult-Gerontology Clinical Nurse Specialist Comprehensive Assessment Practicum

This course is the clinical component intended to be taken concurrently with NRSG 616 and NRSG 617. This course will provide the adult/gerontology CNS student with clinical experiences to apply the course objectives for NRSG 616 and NRSG 617 to adult/gerontology patients and groups of patients in inpatient and outpatient settings.

CREDIT ALLOCATION: 3 clinical credits

NRSG 633: Adult-Gerontology Across the Life Span IV: Adult-Geriatric Syndromes

This is the final course of five sequential theoretical courses to develop the knowledge and skills necessary to care for adults (adolescent through geriatric) across the lifespan in multiple care settings. This course focuses on the role of the APRN in addressing the theoretical and clinical foundation for evidence based management strategies of Adult-Geriatric Syndromes and in facilitating care transitions across the adult lifespan particularly for adults with chronic, complex health problems, and geriatric syndromes including negotiated multiple system problems to meet patient centered goals. Emphasis is placed on managing the patient's/client's multiple complex problems in the context of one or more adult-geriatric syndromes. This management is based on comprehensive adult/geriatric assessment, astute clinical decision-making, and the implementation of scientifically based clinical management plans in collaboration with the health care team. The focus is on empowering the adult to maintain or regain their health status, functional ability, and quality of life through the framework of evidence-based care and use of best practices. This course will also provide case management of medically complex adults transitioning between institutional settings across the continuum of care.

COREQUISITE COURSES: NRSG 627, NRSG 628 or NRSG 629

CREDIT ALLOCATION: 2 didactic credits

NRSG 634: Special Topics in Adult-Gerontology Nursing

Independent study of selected clinical problems in the area of Adult-Gerontology Nursing. CREDIT ALLOCATION: 1-6 credits

Letter grade – Repeatable

FAMILY NP

NRSG 637: Health Promotion and Advanced Clinical Skills in Primary Care for Individuals and Families

Assessment and interventions for risk management, disease prevention, and case findings for individuals and families across the lifespan.

PREREQUISITE COURSES: Admission to the Professional Graduate Nursing Program or permission of the instructor. Twelve months of recent full time clinical experience per CON policy.

CREDIT ALLOCATION: 5 credits (3 didactic/2 clinical) Letter grade – not repeatable for additional credit

NRSG 638: Primary Health Care of Young Families

Knowledge and skills for providing primary health care to children and childrearing families.

PREREQUISITE COURSES: NRSG 637 and permission of instructor

CREDIT ALLOCATION: 3-7 credits (3 didactic/3-4 lab) Letter grade – not repeatable for additional credit

DNP Handbook

DNP

Handbook

2016-2017

1

TABLE OF CONTENTS

2

PHILOSOPHY STATEMENT

3

4

GOAL AND OUTCOMES

5

REQUIREMENTS FOR DNP PROGRAM

6

REQUIREMENTS FOR DNP PROGRAM COMPLETION

7

DNP PROGRAM INTEGRATED SCHOLARLY PORTFOLIO (ISP)

8

DNP SCHOLARLY PROJECT

9

10

11

12

13

SCHOLARLY PROCESSES AND PROCEDURES

14

15

DNP OPTIONS FOR CERTIFICATION

INFORMATION ON CLINICAL INQUIRY

16

SOCIAL SECURITY & MEDICARE TAX EXEMPTION POLICIES

FOR STUDENT EMPLOYEES

DOCTORAL STUDENT SCHOLARSHIPS

17

18

CHECKLIST AND TIMELINE FOR DNP STUDENTS

19

APPENDEX A: DNP COURSE DESCRIPTIONS

20

21

APPENDEX B: MSN COURSE DESCRIPTIONS

22

23

24

25