Program Curricula
Student Resources
RN-BS Nursing Program
Handbook
2014-2015
www.canton.edu
Table of Contents
Purpose……….p.4
About the Program………...p.4
Mission of the Program………...p.5
Conceptual Framework……….p.5
Transformative Learning Framework………..p.6
RN-BS Program Learning Outcomes………p.8
RN-BS Student learning Outcomes………..p.10
SUNY Canton RN-BS Course descriptions………..p.11
SUNY Canton RN-BS Curriculum Outline………..p.12
Student Learning Outcomes & Related Individual
Nursing Course Objectives………...p.15
Course Progression/Graduation Requirement….p.40
Admission Requirement………....p.40
Policy Development and Implementation………p.42
Accountability………..p.42
Expectations of Nursing Students and
Accommodations……….p.42
Integrity Policy………p.43
Professional Behavior……….………..p.43
Academic Advisement………p.44
Student Financial Information/Assistance………p.44
Clinical Preceptor Experience………p.46
Student Activities……….p.48
Frequently Asked Questions………...p.50
Introduction
Purpose of the RN-BS Handbook
Welcome to the SUNY Canton RN-BS School of Nursing Handbook. This Handbook has been developed as a
tool to overview the program specific academic policies, procedures and resources. It is a work in progress that
evolves to meet the needs of the students, curriculum changes, or to provide new information related to the
program. The handbook provides program-specific information about nursing curricula, department personal,
policies and procedures, and strategies for successful completion of the program.
Students who are admitted for and enrolled in the 2014-2015 academic year are subject to the policies and
procedures outlined within this handbook. The University reserves the right to change any provision, offering,
requirement, or fee at any time within the student’s enrollment period.
The SUNY Canton RN-BS School of Nursing further reserves the right to require a student to withdraw from
the university, for just cause, at any time.
SUNY Canton Nursing Program
Our college was originally founded in 1906 with the Associate Degree Nursing Program established in 1966 by
Virginia McAllister. The nursing program is recognized as the provider of caring and competent Registered
Nurses. The online RN-BS program began in the fall 2009.
The online RN-BS nursing program combines general education and nursing courses. Lecture content, case
scenarios, discussion board activities, and clinical preceptor experiences in area hospitals, long term care
facilities and other community health agencies as appropriate based on the educational needs of the students.
Graduates earn a BS in Nursing.
The SUNY Canton online RN-BS program is registered by the New York State Education Department, which is
responsible to the Board of Regents. The board is recognized by the U.S. Department of Education as a national
accrediting body for nursing education programs. The program received a five year ACEN accreditation May
2014.
COLLEGE MISSION AND RN-BS NURSING PROGRAM MISSION STATEMENTS
College
RN-BS Nursing Program
Philosophy A Student-Centered
Philosophy by keeping students' best interests at the center of everything that we do.
The nursing program at SUNY Canton strives to create a transformative learning environment where the individual gains greater understanding of themselves and the world around them. Critical thinking activities facilitate self-reflection which enhances the transformative process. Education is viewed as a mentoring relationship based on mutual respect and understanding that recognizes the diverse needs of the learner and empowers the learner to achieve their highest level of potential.
The SUNY Canton RN-BS Nursing program believes that:
• Communities are comprised of unique individuals and aggregates who maintain values and beliefs originating from their life-world possess specific needs and are capable of making decisions by themselves, with others, and/or by proxy.
• Health and well-being are dynamic lived experiences uniquely defined by the individual and community within the context of culture and environment. • Nursing is a holistic profession that provides a service to society that is culturally sensitive, evidence based, collaborative, and individualized. Utilizing the nursing process, the nurse facilitates transformation within the individuals, groups, and communities to attain desired outcomes.
• A transformative learning environment facilitates success of nontraditional learners.
Mission SUNY Canton is dedicated
to providing a progression of accessible, affordable, high-quality applied programs that enable students in the North Country, New York State, and beyond to achieve their highest potential both personally and professionally.
The SUNY Canton Nursing program’s mission is to educate students in a safe and supportive environment that is respectful of diversity and encourages accountability to self, clients, and society. Faculty members facilitate students’ learning experiences in order to foster their ability to meet program outcomes and objectives.
COLLEGE AND NURSING PROGRAM VALUES STATEMENTS
College
RN-BS Nursing Program
A Student-Centered Philosophy... by keeping students' best
interests at the center of everything that we do.
Excellence... by challenging everyone to perform at a
consistently high level through continuous quality
improvement.
Integrity... by treating others with honesty and respect during
every interaction.
Success... by creating an environment that encourages
maximum personal and professional growth and helps students
translate that growth into meaningful action.
Diversity... by fostering a culture of inclusiveness that values
individual differences, gives voice to all in the campus
community, promotes the free exchange of ideas based on
merit, and encourages a global perspective.
Access... by offering affordable career- oriented public higher
education to motivated, mature and disciplined students through
innovative delivery methods.
Sustainability... by implementing viable long-term options for
resource usage, disaster management, transportation, and waste
management in connection with all campus activities and
weaving sustainability concepts throughout the curriculum.
Flexibility... by embracing change to better address the needs
of the college community and society at large.
The RN-BS Nursing program at SUNY Canton values
and strives to create a transformative learning
environment where the person’s self-awareness is
raised in order to move to a higher level based on the
individual’s reality.
Education plays a key role in transformative learning.
Education is viewed as a mentoring relationship based
on mutual respect and understanding that recognizes the
diverse needs of the learner and empowers the learner to
achieve their highest level of potential.
The SUNY Canton Nursing program believes that:
•
People are unique, holistic individuals with
values and beliefs that originate from their life-world,
who have specific needs and are capable of making
decisions by themselves, with others, and/or by proxy.
•
Health and well-being are dynamic lived
experiences uniquely defined by the individual within
the context of culture and environment.
•
Nursing is a unique profession that provides a
service to society that is culturally sensitive,
evidence-based, collaborative, and individualized. Utilizing the
nursing process, the nurse facilitates transformation
within individuals and groups to attain desired
outcomes.
Nursing Program Student Learning Outcomes Derived from the NLN Standards and College Student Learning
Outcomes
College’s Student Learning Outcomes
NLN 2010 Standards RN-BS Program Student Learning Outcomes
Critical Thinking Nursing Judgments - Make judgments in practice, substantiated with evidence, that synthesize nursing science and knowledge from other disciplines in the provision of safe, quality care and that promote the health of patients, families, and communities.
• Demonstrate critical thinking and decision making that utilizes the nursing process and evidence-based practice in the delivery of care to culturally diverse individuals, families, groups, and community.
• Synthesize knowledge from the liberal arts and nursing to promote the health and well-being of culturally diverse individuals, families, groups, and communities. • Utilize nursing theory/conceptual frameworks, nursing
research, and evidence-based practice in addressing the nursing care needs of culturally diverse individuals, families, groups and communities.
Professional Behaviors
Professional Identity – Express one’s identity as a nurse through actions that reflect integrity, a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care.
• Integrate legal and ethical concepts with the leadership role to advance and promote the health and well-being of culturally diverse individuals, families, groups, and communities.
• Participation as nurse leaders on interdisciplinary care teams to influence positive social change and health care policy.
• Commitment to life-long learning and the advancement of the nursing profession.
Inter/Intrapersonal Human Flourishing - Incorporate the knowledge and skills learned in didactic and clinical courses to help patients, families, and communities continually progress toward fulfillment of human capacities.
• Incorporate leadership theory to the nurse manage role in the collaboration, coordination, and provision of nursing care in health care settings.
• Apply knowledge from nursing, humanities, biological, and social sciences to plan, implement, and evaluate care for sick and well individuals, families, groups, and communities.
Communication Spirit of Inquiry – Act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative, or evidence-based solutions to clinical practice problems.
• Planning and implementing educational activities that empower individuals, families, group, and
communities to manage their health care at the local, national, and global level.
• Collaborate with health care colleagues to promote holistic health care for individuals, families, groups, and communities.
Mission of the Nursing Program
The SUNY Canton Nursing program’s mission is to educate students in a safe and
supportive
environment that is respectful of diversity and encourages accountability to self, clients, and society. Faculty
members facilitate students’ learning experiences in order to foster their ability to meet program outcomes and
objectives.
Conceptual Framework
The nursing Program at SUNY Canton strives to create a transformative learning environment where the
individual gains greater understanding of themselves and the world around them. Critical thinking activities
facilitate self-reflection which enhances the transformative process. Education is viewed as a mentoring
relationship based on mutual respect and understanding that recognizes the diverse needs of the learner and
empowers the learner to achieve their highest level of potential.
The SUNY Canton RN-BS Nursing program believes that:
v Communities are comprised of unique individuals and aggregates who maintain values and beliefs
originating from their life-world, possess specific needs, and are capable of making decisions by
themselves, with others, and/or by proxy.
v Health and well-being are dynamic lived experiences uniquely defined by the individual and community
within the context of culture and environment.
v Nursing is a holistic profession that provides a service to society that is culturally sensitive, evidence
based, collaborative, and individualized. Utilizing the nursing process, the nurse facilitates
transformation within the individuals, groups, and communities to attain desired outcomes.
v A transformative learning environment facilitates success of nontraditional learners.
Transformative Learning Framework:
Humanistic, constructivist approach to learning that is an intuitive, holistic, contextually based process.
Essential elements:
v Critical reflection and dialogue.
v Active questioning of beliefs, values, and assumptions.
v Dramatic changes in learners’ perceptions and their lives.
v Exploration of new ways of understanding.
v Addresses cognitive, affective, spiritual, social contexts of learning.
v Facilitates the development of supportive, nurturing relationships.
Learners are:
v Encouraged to critically reflect, appropriately validate, effectively act on their (and other’s) beliefs,
interpretations, values, feelings, and ways of thinking.
v Fully and freely engaged in discourse to facilitate a deep shift in their frame of references.
v Achieving their highest level of potential while gaining better understanding of self and world around
them.
The learning environment:
v Becomes a mentoring, collaborative community that promotes life-long commitment to critical
reflection, expanding self-awareness, and new ways of thinking.
v Is a zone of safety that engages the learner in critical reflection and questioning
v Acknowledges learners’ reality and reawakens intellectual curiosity.
v Facilitates internal and external changes in the learners.
v Encourages learners to critically evaluate diverse perspectives and to synthesize personal
understandings.
Faculty:
v Guide learners in their personal and academic journeys.
v Maintain open minds; listen carefully and empathetically to the voices of the learners.
v Respect the rights, beliefs, values, and decisions of the learners.
v Validate learners’ life histories and lived experiences to enhance development of self.
v Promote reflective practices, collaborative inquiry, and active dialogue.
v Acknowledge the complexity and diversity of the learner and the learning process.
v Demonstrate awareness of the psychological, physiological, sociocultural, and emotional dimensions of
the learning.
v Recognize and support developmental transitions.
v Engage learners in goal-setting behaviors as a basis for self-directed learning.
v Involve learners in decision-making strategies such as participatory planning, curriculum revision, and
the evaluation process.
v Utilize diverse, interactive learning strategies to fully engage learners
v Utilize consciousness raising learning experiences: case studies, clinical scenarios, simulations, active
debate, reflective journaling, experiential learning, critical incident examination, and portfolio
Transformative
A Transformative learning environment facilitates the development of a supportive, nurturing
relationship between faculty and learners. The environment incorporates the elements of critical
reflection and dialogue to encourage students to actively question beliefs, values and
assumptions. A transformative learning environment facilitates dramatic changes in learners’
perceptions and in their lives. This environment utilizes the cognitive, affective, spiritual, and
social contexts of learning, to explore new ways of understanding.
*******************************************
SUNY Canton RN-BS Program Course Descriptions
********************************************
NURS 300 CONCEPTUAL FRAMEWORKS IN NURSING
This course examines the holistic development and evolution of nursing theory and its interrelationship
to research and professional nursing practice. The course includes critical thinking activities used to
conceptualize, apply, analyze, and synthesize knowledge related to specific nursing theories and their
importance in nursing education, practice, and research. A group project that incorporates the students’
knowledge of nursing theory and nursing theorists will be used to demonstrate and understanding of the
relevance of theory to practice. 3 hours lecture per week. PRE-REQUISITES: Students must be
enrolled in the RN-BS program.
NURS 301 PUBLIC HEALTH ISSUES
The course presents and overview of the history and development of public health. The student is
provided with the opportunity to examine the current public health care system and its relevance to their
practice. The fundamentals of epidemiology are covered. Applications to the students practice setting
are explored. Health planning, health promotion, and global health issues are included. 3 hours lecture
per week. PRE-REQUISITES: BIOL 209 Microbiology Co-requisite: Math 111, Survey of Math or
Math 141 Statistics.
NURS 302 LEGAL AND ETHICAL ISSUES IN HEALTH CARE
The student will examine the legal and ethical issues related to health care as they impact the health
services and health care decision making. A variety of commonly experienced legal situations and
ethical dilemmas will be discussed, including professional liability, patients’ rights, abortion, AIDS care,
informed consent, organ transplantation, health care delivery and resource allocation and issues related
to death and dying. 3 hours lecture per week. PRE-REQUISITES: NURS 301
NURS 303 HEALTH ASSESSMENT IN NURSING
This course will provide the student with knowledge and skills basic to health assessment in nursing.
The course emphasizes critical thinking skills required for accurate collection and analysis of client
health information and provides opportunities for enhancement of physical assessment skills. Students
will be responsible for finding a qualified preceptor(with the approval of the course instructor) in order
to successfully complete the clinical portion of this course. 2 hours lecture per week and 45 hour
preceptorship. PRE-REQUISITES/CO-COURSES: Students must be enrolled in the RN-BS program.
NURS 304 HEALTH PROMOTION AND RESTORATION
This course provides the student with knowledge of the major individual and community models and
theories that guide health-promotion interventions across the life span. This course presents information
that enhances the students’ ability to provide holistic health promotion and preventive care. The
planning, implementing and evaluating of health promotion, prevention, and restoration activities for
individuals, families, and communities is stressed. Case scenarios, discussion board forums, and
reflective activities are integrated in the course to provide opportunities for the student to apply
evidence-based health promotion strategies in diverse settings.
PRE-REQUISITES/: NURS 300 Conceptual Frameworks in Nursing CO-COURSES: NURS 303
Health Assessment in Nursing
NURS 370 RESEARCH METHODS IN THE HEALTH SCIENCES
This course provides an intense comprehensive study of the scientific research process utilized in the
health sciences. Students will be trained to be critical consumers of published research and will be
expected to complete a research project. Topics that will be covered include the underlying theory of
research; critically evaluating research; measurement; sampling techniques, establishing causation,
surveys, qualitative approaches, field research, and data management and presentation.
Pre-Requisites-
Enrolled in RN-BS or BS in Dental Hygiene programs MATH 141 (Statistics) or equivalent
coursework is a Prerequisite/Co-course.
NURS 400 NURSING MANAGEMENT AND LEADERSHIP CLINICAL
This course introduces the student to the conceptual basis for the application of leadership and
management principles. The student gains a better understanding of the application of these principles in
the management and coordination of health care delivery systems. Exploration of the critical
components of leadership and management in diverse health care settings and application of course
content enhances the coordination of quality client care and the role of the nurse as a leader and
manager.
Issues, NURS 302 Legal and Ethical Issues in Health Care, Nursing 303 Health Assessment in Nursing,
NURS 304 Health Promotion and Restoration in Nursing.
NURS 402 COMMUNITY HEALTH NURSING
COURSE DESCRIPTION: This course provides the student with a comprehensive introduction to the
conceptual frameworks underpinning community health nursing. This course explores and promotes the
caring frameworks and integrated health care concepts utilized to practice professional nursing in the
community setting. Public health principles, nursing theory and skills, the impact of global health
status, and our continuing national health agendas are themes interwoven throughout the course. The
clinical component provides an opportunity to apply theoretical content in the community setting.
2
hours lecture per week and 45 hour preceptorship experience. PRE-REQS: NURS 300, NURS 301,
NURS 303 PRE/CO REQ: NURS 304 Senior level standing or permission of instructor.
NURS 403 TRANSCULTURAL NURSING
This course provides the student with an overview of the influence of culture on health care practices
and in the delivery of nursing care for individuals, groups, and communities. Increased awareness of
culturally diverse nursing care and a sound understanding of the impact of cultural beliefs, values, and
practices upon health and health care delivery is a direct outcome of this course. The student explores
and reflects upon their own cultural beliefs related to health and health care delivery and examines
client behaviors, cultural perspectives, and barriers to transcultural communication.
PRE-REQUISITES: NURS 370 Research Methods in the Health Sciences and Senior level standing or
permission of instructor.
SUNY Canton RN-BS Program Curriculum Outline
Fall 2013
Bachelor of Science, Nursing
Curriculum No. 291Fifth Semester
Course Credit Term NURS 300 Conceptual Frameworks in Nursing 3 _____ NURS 303 Health Assessment in Nursing 4 _____ MATH 111 Survey of Mathematics (GER 1) or Liberal Arts Elective* 3 _____ Liberal Arts Elective* 3 _____ Upper Level Liberal Arts Elective 3 _____ 15
Sixth Semester
NURS 302 Legal and Ethical Issues in Healthcare 3 _____ NURS 304 Health Promotion and Restoration 3 _____ BIOL 310 The Genome (GER 2) 3 _____ MATH 141 Statistics 3 _____ Liberal Arts Elective (GER 4, 5, 6, 7, 8) *** 3 _____ 15
Seventh Semester
NURS 301 Public Health Issues 3 _____ _____ NURS 370 Research Methods in the Social and Health Sciences 3 _____ _____
NURS 400 Nursing Management and Leadership** 3 _____ _____ Liberal Arts Elective (GER 4, 5, 6, 7, 8) *** 3 _____ _____ Upper Level Liberal Arts Elective (GER) 3 _____ _____
15 Eighth Semester
NURS 402 Community Health Nursing 3 _____ _____ NURS 403 Transcultural Nursing 2 _____ _____ Upper Level Liberal Arts Elective (GER) 3 _____ _____ Upper Level Liberal Arts Elective 3 _____ _____ Upper Level Liberal Arts Elective 3 _____ _____
15
**Writing Intensive
Program must meet seven out of ten General Education Requirements including 1 and 10.
*Students who have not met the pre-‐requisite for MATH 141 (statistics) take MATH 111; students who have already
taken Statistics or have met the pre-‐requisite for MATH 141 take a Liberal Arts elective
SUNY Canton Nursing RN-BS
Learning Outcomes and Related Course Objectives
Nursing Judgment – Make judgments in practice, substantiated with evidence, that synthesize nursing science and knowledge from other disciplines in the provision of safe, quality care and that promote the health of patients, families, and communities.
Demonstrate critical thinking and decision making that utilizes the nursing process and evidence-based practice in the delivery of care to culturally diverse individuals, families, groups, and community.
Synthesize knowledge from the liberal arts and nursing to promote the health and well-being of culturally diverse individuals, families, groups and communities.
Utilize nursing theory/conceptual frameworks, nursing research, and evidence-based practice in addressing the nursing care needs of culturally diverse individuals, families, groups and communities.
Course Course SLO Instructional Method Learning Activities Evaluation Method NURS 300 Analyze the relevance of
Nursing theory/conceptual frameworks in education, research, and practice. Compare and contrast the major ideas of various theorists/conceptual Online Learning Environment: Reflective Discourse Critical Analysis Collaborative Inquiry
Reflective discourse and critical thinking
discussion board activities
Reflective and critical thinking drop box activities
Discussion Board Responses Drop Box Essays Group Project
SUNY Canton Nursing Student Learning Outcomes
And
Related Course Objectives
models of nursing. Apply selected nursing theory/conceptual frameworks into nursing research, education, and practice. Active Debate Authentic Learning Group Project Collaborative inquiry Active Debate Critical Analysis Comparing and Contrasting Authentic learning activities
NURS 301 Define public health and its origins.
Examine the current public health system in the context of the total US health care system. Define epidemiology and analyze an
epidemiological case study relevant to his/her workplace.
Apply basic epidemiological and statistical tools to define, observe, and measure disease patterns in a population.
Design a program of disease prevention or health promotion relevant to his/her career field.
Online Learning Environment: Reflective Discourse Collaborative Inquiry Case Scenarios
Reflective discourse and critical thinking discussion board activities Collaborative Inquiry Comparing and Contrasting Discussion Board Responses Drop Box Essays Quizzes
NURS 302 Distinguish law from ethics.
Compare and contrast
Online Learning Environment: Reflective Discourse Discussion Board Chapter Review Discussion Board Chapter Review
different ethical theories that underlie ethical nursing practice. Identify legal/ethical issues which commonly arise in health care organizations. Examine professional codes of ethics and define a personal code of ethics to enhance the ethical decision-making process. Analyze the commonly occurring legal and ethical situations.
Compare and contrast the nurse’s legal/ethical responsibilities in diverse health/care Critical Analysis Case Studies Questions Case Study PowerPoint presentations Questions
NURS 303 Describe the role of the professional nurse in health assessment. Integrate communication and physical assessment techniques to conduct and document comprehensive nursing assessments across the life-span. Use the nursing process with an emphasis on assessment and planning to collect, analyze, and interpret physical, psychological,
sociocultural, and spiritual data gathered from clients
Online Learning Environment: Reflective Discourse Collaborative Inquiry Active Debate Preceptor Clinical Experience Reflective Journals Physical Assessment Case Studies
Reflective Discourse and Critical Thinking Discussion Board Activities Reflective Journals Physical Assessment Documentation Board Activities Critical Analysis Drop Box Activities Case Scenarios Collaborative Inquiry
Discussion Board Activities
Drop Box Activities: documentation of physical assessments. Drop Box Activities: Reflective Journals Satisfactory clinical experience.
of all ages.
Apply history taking, physical examination, and clinical reasoning skills in the assessment of client problems and clinical scenarios.
Active Debate
Authentic Learning in a clinical setting
NURS 304 Identify the biological, ecological, psychological, emotional, sociocultural, and spiritual dimensions and characteristics of clients across the life-span.
Compare and contrast conceptual foundations and theoretical
approaches to health. Articulate the critical role of the nurse in health promotion across the life-span.
Describe the expected outcomes of nursing health assessment and promotion across the health span.
Critically examine the multi-dimensional factors influencing health promotion. Implement health promotion strategies and interventions in case scenarios utilizing evidence-based findings. Online learning: Reflective Discourse Active Debate Case Scenarios Collaborative Inquiry Reflective Journals Discussion Question Activities – Case studies and Critical thinking focused
Reflective Journaling
Teaching learning presentation proposal
Teaching learning presentation power point
Teaching learning presentation final power point
Discussion activities, reflective journaling and teaching learning project assignments have rubrics provided in the syllabus. Grade is based on 100 percent.
NURS 370 Describe basic research methods commonly used in the health sciences. Identify the mechanisms underlying scientific research techniques. Examine and interpret the application of evidence-based findings in the health science disciplines. Evaluate and apply research in the health science disciplines using evidence-based practices. Apply research methods toward the development of a research proposal.
Online Learning Environment
Mentorship
Read, Reflect, and Synthesize
Read, Discuss and Apply
Collaborative Learning Project
Critical thinking
discussion forums on use of research in practice, research questions and conceptual frameworks
Weekly
quizzes/questions on reading material
Research question and data base search
Research question, retrieved research publications & references page in APA citations
Research question, literature search, and significance of research
Research Proposal with significance, research purpose, research question, hypothesis, identification of dependent and independent variables, and research design Group Critique of Research Article Discussion board responses Weekly review questions Assignment #1 Summary of interested research topics, research question and literature search in APA format
Assignment #2 Retrieve 8 research publications r/t research question in APA format Assignment #3: Literature search, process of search, retrieve research articles, research question with significance to practice in APA format Assignment #4: Research proposal Assignment #5 Group critique of a research
study NURS 400 Compare and contrast
leadership and
management theories and styles.
Analyze strengths and weaknesses of his/her own leadership behaviors and traits.
Discuss and describe the role of the professional nurse in the change and decision-making processes in the health care system.
Analyze critical issues and factors influencing the delivery of quality client care in health care delivery systems.
Identify nursing strategies and key interventions implemented to overcome barriers to collaboration, coordination, and conflict in health care
organizations.
Analyze the influence of organizational structure on the nursing process and in the administration of client care Online Learning Environment: Reflective Discourse Collaborative Inquiry Active Debate Preceptor Clinical Experience Organizational Analysis Reflective Journaling
Reflective Discourse and Critical Thinking Discussion Board Activities
Reflective and Critical Thinking Drop Box Essays Collaborative Inquiry Case Scenarios Critical Analysis Comparing and Contrasting Authentic Learning Discussion Board Activities Drop Box Essays Organizational Analysis Satisfactory Preceptor Experience
NURS 402 Compare and contrast community health nursing and public health nursing and identify the core
Online Learning Environment: Reflective Discourse
Community Health Assessment Case study Discussion Board
Community Health Assessment Project Writing Assignments –
public health functions essential to community health nursing.
Describe the conceptual frameworks and theories underpinning community health nursing practice. Analyze the impact of societal influences on the development and practice of community health nursing.
Analyze the structure and function of community health services. Compare and contrast sources of health care financing including political action strategies, policy-making, and retrospective and prospective payment systems.
Apply the systematic nursing process to environmental issues and concerns. Collaborative Inquiry Active Debate Reflective Journaling Preceptor Clinical Experience Preceptorship PowerPoint Presentation Preceptorship Discussion Board
NURS 403 Identify relevant factors that influence cultural diversity.
Discuss the relevance and meaning of cultural understanding and culturally appropriate nursing care in health care delivery systems. Online Learning Environment: Reflective Discourse Collaborative Inquiry Critical Analysis Ethnofamily Interview
Reflective Discourse and Critical Thinking Discussion Board Activities
Reflective and Critical Thinking Drop Box Activities
Case Scenarios
Discussion Board Activities Drop Box Essays EthnoFamily Interview
Compare and contrast the major beliefs and value systems of diverse cultural groups. Discuss personal
responses to transcultural nursing situations. Explore the influence of cultural diversity on the development of
therapeutic relationships and communication with clients from diverse cultures.
Identify personal
guidelines for developing cultural competency.
Critical Analysis Comparing and Contrasting
Professional Identity – Express one’s identity as a nurse through actions that reflect integrity, a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care.
Integrate legal and ethical concepts with the leadership role to advance and promote the health and well-being of culturally diverse individuals, families, groups, and communities.
Participation as nurse leaders on interdisciplinary care teams to influence positive social change and health care policy. Commitment to life-long learning and the advancement of the nursing profession.
Course Course SLO Instructional Method Learning Activities Evaluation Method NURS 300 Analyze the relevance of
Nursing
theory/conceptual frameworks in education, research, and practice. Apply selected nursing theory/conceptual
Online Learning Environment Reflective Discourse Critical Analysis
Reflective and critical Analysis discussion board activities Reflective and critical Analysis drop box essays
Discussion Board Activities
Drop Box Activities Group Project
frameworks into nursing research, education, and practice. Collaborative Inquiry Active Debate Authentic Learning Activities Group Project Group Project Collaborative Inquiry Comparing and Contrasting
NURS 301 Examine the current public health system in the context of the total US health care system Apply basic
epidemiological and statistical tools to define, observe, and measure disease patterns in a population.
Design a program of disease prevention or health promotion relevant to his/her career field
Online Learning Environment Reflective Discourse Collaborative Inquiry Case Scenarios
Reflective Discourse and Critical Thinking discussion board activities Case Scenarios Collaborative Inquiry Comparing and Contrasting Discussion Board Responses Drop Box Essays Quizzes
NURS 302 -Address legal problems directly
or effectively define legal issues to support
utilization of legal counsel.
-Define a personal code of ethics to enhance the ethical decision making process.
Analyze the commonly occurring legal and ethical situations Online Learning Environment Reflective Discourse Critical Analysis Case Studies Discussion Board Chapter Review Questions Case Study PowerPoint presentations Discussion Board Chapter Review Questions
including identification of the problem, options for solving the problems and defending
his/herchoice of solution. NURS 303 Describe the role of the
professional nurse in health assessment. Integrate communication and physical assessment techniques to conduct and document
comprehensive nursing assessments across the life-span.
Use the nursing process with an emphasis on assessment and planning to collect, analyze, and interpret physical, psychological, sociocultural, and spiritual data gathered from clients of all ages. Apply history taking, physical examination, and clinical reasoning skills in the assessment of client problems and clinical scenarios. Online Learning Environment Reflective Discourse Collaborative Inquiry Active Debate Preceptor Clinical Experience Reflective Journaling
Reflective and Critical Analysis discussion board activities Case Scenarios Collaborative Inquiry Authentic Learning preceptor experiences Physical assessments Reflective Journals Discussion board activities
Drop Box Activities Physical Assessments Reflective Journals
NURS 304 Compare and Contrast conceptual foundations and theoretical
approaches to health. Articulate the critical role of the nurse in health promotion across the
life-Online Learning Environment Reflective Discourse Active Debate Case Scenarios Discussion Question Activities Reflective Journaling Teaching/learning presentation proposal Teaching/learning Discussion Board Activities Reflective Journals Teaching/Learning Project
span. Collaborative Inquiry Reflective Journaling
power-point presentation
NURS 370 Describe basic research methods commonly used in the health sciences. Identify the mechanisms underlying scientific research techniques. Examine and interpret the application of evidence-based findings in the health science disciplines. Evaluate and apply research in the health science disciplines using evidence-based practices. Apply research methods toward the development of a research proposal.
Online Learning Environment
Mentorship
Read, Reflect, and Synthesize
Read, Discuss and Apply
Collaborative Learning Project
Research question and data base search Research question, retrieved research publications & references page in APA citations Research question, literature search, and significance of research Research Proposal with significance, research purpose, research question, hypothesis, identification of dependent and independent variables, and research design Group Critique of Research Article
Discussion board responses
Weekly review questions
Assignment #1 Summary of interested research topics, research question and literature search in APA format
Assignment #2 Retrieve 8 research publications r/t research question in APA format
Assignment #3:
Literature search, process of search, retrieve research articles, research question with significance to practice in APA format Assignment #4: Research proposal Assignment #5 Group
critique of a research study
NURS 400 Compare and contrast leadership and
management theories and styles.
Analyze strengths and weaknesses of his/her own leadership behaviors and traits.
Discuss and describe the role of the professional nurse in the change and decision-making processes in the health care system.
Analyze critical issues and factors influencing the delivery of quality client care in health care delivery systems. Identify nursing strategies and key interventions implemented to overcome barriers to collaboration,
coordination, and conflict in health care organizations. Online Learning Environment Reflective Discourse Collaborative Inquiry Active Debate Preceptor Clinical Experience Organizational Analysis Reflective Journaling
Reflective and Critical Analysis Discussion board activities Reflective and Critical Analysis Drop Box Essays Case Scenarios Authentic Learning: Organizational Analysis Preceptor Experience Discussion Board Activities Drop Box Essays Organizational Analysis Reflective Journals
NURS 402 -Compare and contrast community health nursing and public health nursing.
-Describe the conceptual frameworks and theories
Online Learning Environment Reflective Discourse Reflective Journaling Preceptor Clinical Community Health Assessment Case study Discussion Board Preceptorship Community Health Assessment Project Writing Assignments – Preceptorship Discussion Board
underpinning
communityhealth nursing practice.
-Analyze the impact of societal influences on the development and practice of community health nursing.
Identify the core public health functions essential to community health nursing.
Discuss the concept of populationfocused health care.
Describe the roles of the community health nurse. Analyze the structure and function of community health services.
Discuss the meaning and influence of cultural diversity and its significance in community health. Compare and contrast sources of health care financing including political action strategies, policy-making, and retrospective and prospective payment systems.
Discuss the concept of population-focused
health care. NURS 403 Discuss personal
responses to transcultural nursing situations. Explore the influence of cultural diversity on the development of
therapeutic relationships and communication with clients from diverse cultures.
Identify personal
guidelines for developing cultural competency. Online Learning Environment Reflective Discourse Critical Analysis Collaborative Inquiry
Reflective and Critical Analysis Discussion Board Activities Reflective and Critical Analysis Drop Box Essays
Case Scenarios
Ethno- Family Interview
Discussion Board Activities Drop Box Essays Ethno- Family Interview
Human Flourishing - Incorporate the knowledge and skills learned in didactic and clinical courses to help patients, families, and communities continually progress toward fulfillment of human capacities.
Incorporate leadership theory to the nurse manager role in the collaboration, coordination, and provision of nursing care in health care settings.
Apply knowledge from nursing, humanities, biological, and social sciences to plan implement, and evaluate care for sick and well individuals, families, groups, and communities.
Course Course SLO Instructional Method Learning Activities Evaluation Method NURS 300 Analyze the relevance of
Nursing heory/conceptual frameworks in education, research, and practice. Compare and contrast the major ideas of various theorists/conceptual models of nursing. Apply selected nursing theory/conceptual frameworks into nursing
Online Learning Environment Reflective Discourse Critical Analysis Collaborative Inquiry Authentic Learning Group Project
Reflective and Critical Analysis Discussion Board Activities Reflective and Critical Analysis Drop Box Essays
Group Project
Discussion Board Activities
Drop Box Activities Group Project
research, education, and practice
NURS 301 Examine the current public health system in the context of the total US health care system Define epidemiology and analyze an
epidemiological case study relevant to his/her workplace.
Apply basic epidemiological and statistical tools to define, observe, and measure disease patterns in a population. Online Learning Environment Reflective Discourse Critical Analysis Collaborative Inquiry Authentic Learning Case Studies
Reflective Discourse and critical thinking discussion board activities. Collaborative Inquiry Comparing and contrasting Discussion Board Responses Drop Box Essays Quizzes
NURS 302 -Define a personal code of ethics to enhance the ethical decision making process. Online Learning Environment Reflective Discourse Critical Analysis Case Studies Discussion Board Chapter Review Questions Case Study PowerPoint presentations Discussion Board Chapter Review Questions
NURS 303 Integrate communication and physical assessment techniques to conduct and document comprehensive nursing assessments across the life-span. Use the nursing process with an emphasis on assessment and planning to collect, analyze, and interpret physical, psychological, sociocultural, and Online Learning Environment Reflective Discourse Collaborative Inquiry Case Studies Reflective Journaling Clinical Preceptor Experience
Reflective and Critical Analysis Discussion Board Activities Case Scenarios Collaborative Inquiry Authentic Learning: clinical preceptor experience Reflective Journals Discussion Board Activities Documentation of Assessments Reflective Journals
spiritual data gathered from clients of all ages. Apply history taking, physical examination, and clinical reasoning skills in the assessment of client problems and clinical scenarios.
NURS 304 Critically examine the multidimensional factors influencing health promotion. Implement health promotion strategies and interventions in case scenarios utilizing evidence-based findings. Online Learning Environment Reflective discourse Active Debate Collaborative Inquiry Case Studies Reflective Journaling Teaching Project Discussion Question Activities Case Studies Reflective Journaling Teaching/learning project Discussion Board Activities Reflective Journaling Teaching/learning project
NURS 370 Examine and interpret the application of evidence-based findings in the health science disciplines. Evaluate and apply research in the health science disciplines using evidence-based practices. Apply research methods toward the development of a research proposal.
Online Learning Environment
Mentorship
Read, Reflect, and Synthesize
Read, Discuss and Apply
Discussion board
Research question and data base search
Research question, retrieved research publications & references page in APA citations
Research question,
Discussion board responses
Weekly review questions
Assignment #1 Summary of interested research topics, research question and literature search in APA format
Collaborative Learning Project
literature search, and significance of research
Research Proposal with significance, research purpose, research question, hypothesis, identification of dependent and independent variables, and research design
Assignment #2 Retrieve 8 research publications r/t research question in APA format
Assignment #3:
Literature search, process of search, retrieve research articles, research question with significance to practice in APA format Assignment #4: Research proposal Assignment #5 Group critique of a research study
NURS 400 Analyze strengths and weaknesses of his/her own leadership behaviors and traits.
Discuss and describe the role of the professional nurse in the change and decision-making processes in the health care system.
Analyze critical issues and factors influencing the delivery of quality client care in health care delivery systems. Online Learning Environment Reflective Discourse Active Debate Case Scenarios Collaborative Inquiry Reflective Journaling Clinical Preceptor Experience
Reflective and Critical Analysis Discussion Board Activities Reflective and Critical Analysis Drop Box Essays Organizational Analysis Clinical Preceptor Experience Reflective Journaling Discussion Board Activities Drop Box Essays Organizational Analysis Reflective Journals
Identify nursing strategies and key interventions implemented to overcome barriers to collaboration, coordination, and conflict in health care
organizations.
Analyze the influence of organizational structure on the nursing process and in the administration of client care
NURS 402 Compare and contrast community health nursing and public health. Describe the conceptual frameworks and theories underpinning community health nursing practice. Analyze the impact of societal influences on the development and practice of community health nursing.
Identify the core public health functions essential to community health nursing.
Describe the roles of the community health nurse. Discuss the meaning and influence of cultural diversity and its significance in community health. Apply the systematic
Online Learning Environment Reflective Discourse Reflective Journaling Case Scenarios Preceptor Clinical Experience Community Health Assessment Case study Discussion Board Preceptorship PowerPoint Presentation Community Health Assessment Project Writing Assignments – Preceptorship Discussion Board
nursing process to environmental issues and concerns.
Discuss the concept of population-focused health care.
Identify relevant factors that influence cultural diversity.
Discuss the relevance and meaning of cultural understanding and culturally appropriate nursing care in health care delivery services.
Compare and contrast the major beliefs and value systems of diverse cultural groups. Discuss personal responses to transcultural nursing situations. Establish therapeutic relationships and communication with clients from diverse cultures.
Identify personal
guidelines for developing cultural competency. NURS 403 Identify relevant factors
that influence cultural diversity.
Discuss the relevance and meaning of cultural
Online Learning Environment Reflective Discourse
Reflective and Critical Analysis Discussion Board Activities Reflective and Critical Analysis Drop Box
Discussion Board Activities
understanding and culturally appropriate nursing care in health care delivery systems.
Compare and contrast the major beliefs and value systems of diverse cultural groups. Discuss personal
responses to transcultural nursing situations. Explore the influence of cultural diversity on the development of
therapeutic relationships and communication with clients from diverse cultures.
Identify personal
guidelines for developing cultural competency. Case Scenarios Critical Analysis Collaborative Inquiry Ethnofamily Interview Essays Ethno-family Interview Ethno-Family Interview
Spirit of Inquiry – Act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative, or evidence-based solutions to clinical practice problems.
Planning and implementing educational activities that empower individuals, families, group, and communities to manage their health care at the local, national, and global level.
Collaborate with health care colleagues to promote holistic health care for individuals, families, groups, and communities.
Course Course SLO Instructional Method Learning Activities Evaluation Method NURS 300 Analyze the relevance of
nursing theory/conceptual frameworks in education, research, and practice.
Online Learning Environment Reflective Discourse
Reflective discourse and critical thinking
discussion board activities
Discussion board responses Drop Box essays
Compare and contrast the major ideas of various theorists/conceptual models of nursing. Apply selected nursing theory/conceptual frameworks into nursing research, education, and practice.
Collaborative Inquiry Critical Analysis Active Debate Group Project
Reflective and critical thinking drop box activities Active Debate Comparing and contrasting Authentic learning activities Group Project
NURS 301 Examine the current public health system in the context of the total US health care system. Define epidemiology and analyze an
epidemiological case study relevant to his/her workplace.
Apply basic epidemiological and statistical tools to define, observe, and measure disease patterns in a population.
Design a program of disease prevention or health promotion relevant to his/her career field.
Online Learning Environment Reflective Discourse Collaborative Inquiry Case Scenarios Reflective Discourse Critical Analysis Collaborative Inquiry Case Scenarios Discussion Board Responses Drop Box Essays Quizzes
NURS 302 Recognize potential legal issues during situations which commonly arise in health care organizations. Analyze the commonly occurring legal and ethical situations Online Learning Environment Reflective Discourse Critical Analysis Case Studies Discussion Board Chapter Review Questions Case Study PowerPoint presentations Discussion Board Chapter Review Questions
including identification of the problem, options for solving the problems and defending his/her choice of the solution.
Integrate communication skills and physical assessment techniques needed to conduct and document comprehensive nursing assessments in clients across the life-span.
NURS 303 Use the nursing process with an emphasis on assessment and planning to collect, analyze, and interpret physical, psychological, sociocultural, and spiritual data gathered from clients of all ages. Apply history taking, physical examination, and clinical reasoning skills in the assessment of client problems and clinical scenarios. Online learning environment Reflective Discourse Critical Analysis Collaborative Inquiry Case Studies Reflective Journaling Clinical Preceptor Experience
Reflective Discourse and Critical thinking discussion board activities Reflective Journals Physical assessments Case Scenarios Discussion Board Activities
Drop Box documentation of physical assessments Reflective journals
NURS 304 Compare and contrast conceptual foundations and theoretical
approaches to health. Describe the expected outcomes of nursing health assessment and promotion across the life-span. Online Learning Environment Reflective Discourse Active Debate Case scenarios Collaborative Inquiry Discussion Question Activities Case Studies Reflective Journaling Teaching/learning project Teaching/learning power-point presentation Discussion Board Activities Reflective Journals Teaching/learning project
Critically examine the multidimensional factors influencing health promotion.
Reflective Journaling
NURS 370 Describe basic research methods commonly used in the health sciences. Identify the mechanisms underlying scientific research techniques. Examine and interpret the application of evidence-based findings in the health science disciplines. Evaluate and apply research in the health science disciplines using evidence-based practices. Apply research methods toward the development of a research proposal.
Online Learning Environment
Mentorship
Read, Reflect, and Synthesize
Read, Discuss and Apply Collaborative Learning Project Critical thinking discussion forums Weekly quizzes
Research question and data base search
Research question, retrieved research publications & references page in APA citations
Research question, literature search, and significance of research
Research Proposal with significance, research purpose, research question, hypothesis, identification of dependent and independent variables, and research design
Group Critique of
Discussion board responses
Weekly review questions
Assignment #1 Summary of interested research topics, research question and literature search in APA format Assignment #2 Retrieve 8 research publications r/t research question in APA format Assignment #3:
Literature search, process of search, retrieve research articles, research question with
significance to practice in APA format
Assignment #4: Research proposal
Research Article Assignment #5 Group critique of a research study
NURS 400 Analyze strengths and weaknesses of his/her own leadership behaviors and traits.
Discuss and describe the role of the professional nurse in the change and decision-making processes in the health care system.
Analyze critical issues and factors influencing the delivery of quality client care in health care delivery systems.
Identify nursing strategies and key interventions implemented to overcome barriers to collaboration, coordination, and conflict in health care
organizations.
Analyze the influence of organizational structure on the nursing process and in the administration of client care Online Learning Environment Collaborative Inquiry Reflective Discourse Critical Analysis Case Scenarios Active Debate Reflective Journaling Organizational Analysis Clinical Preceptor Experience
Reflective discourse and critical thinking
discussion board activities Case scenarios Reflective and critical thinking drop box essays Comparing and
Contrasting Authentic Learning
Discussion Board Activities Drop Box Essays Organizational Analysis Reflective Journals
NURS 402 Compare and contrast community health nursing and public health. Describe the conceptual frameworks and theories underpinning community Online Learning Environment Reflective Discourse Collaborative Inquiry Community Health Assessment Case study Discussion Board Preceptorship Community Health Assessment Project Writing Assignments – Preceptorship Discussion Board
health nursing practice. Analyze the impact of societal influences on the development and practice of community health nursing.
Identify the core public health functions essential to community health nursing.
Discuss the concept of population-focused health care.
Analyze the structure and function of community health services. Compare and contrast sources of health care financing including political action strategies, policy making, and retrospective and prospective payment systems.
Discuss the concept of population-focused health care. Authentic Learning Case Studies Reflective Journaling Preceptor Clinical Experience PowerPoint Presentation
NURS 403 Identify relevant factors that influence cultural diversity.
Discuss the relevance and meaning of cultural understanding and culturally appropriate nursing care in health care
Online Learning Environment
Collaborative Inquiry Reflective Discourse Ethnofamily Interview
Reflective discourse and critical thinking
discussion board activities
Reflective and critical thinking drop box essays Case Scenarios
Discussion Board Activities Drop Box essays Ethnofamily Interview
delivery systems. Compare and contrast the major beliefs and value systems of diverse cultural groups. Discuss personal
responses to transcultural nursing situations. Explore the influence of cultural diversity on the development of
therapeutic relationships and communication with clients situations. Explore the influence of cultural diversity on the development of
therapeutic relationships and communication with clients from diverse cultures.
Identify personal
guidelines for developing cultural competency.
Critical Analysis Ethnofamily Interview
