course’s role in the curriculum

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UNIVERSITY OF MARY GRADUATE COURSE SYLLABUS

Prefix/Course Number/Section: NUR 437 Course Title: The Professional Nurse

Course Length: 15 weeks

Credit Hours: 4 Course Format: online Course Description

Framed by competencies from Quality and Safety Education for Nurses (QSEN), this course will offer Associate Degree and Diploma-prepared nurses foundational content in evidence-based practice, patient safety, quality improvement, informatics, inter- and intra-disciplinary teamwork and patient-centered care across the lifespan including genetics and genomics. Role socialization; leadership, and scholarly oral and written communication are emphasized.

Course’s Role in the Curriculum This course is required for the RN to BSN Program and the ADN to MSN Nursing Leadership & Management program. Mission and Vision

University of Mary Mission Statement The University of Mary exists to serve the religious, academic, and cultural needs of the people in this region and beyond. It takes its tone from the commitment of the Sisters of Annunciation Monastery. These Sisters founded the University in 1959 and continue to sponsor it today. It is Christian, it is Catholic, and it is Benedictine.

Saint Gianna School of Health Sciences Mission Statement Prepare health care professionals, anchored in moral courage, who respect and defend the dignity of the human person. Vision In the spirit of St. Gianna, we envision a thriving center of excellence that prepares servant leaders who will transform healthcare for everyone at all stages of life. Nursing Division Mission Statement The Nursing Division prepares nurses, with a foundation in moral courage, to protect the dignity of the human person and to provide safe, quality, compassionate, patient-centered healthcare to the people in the region and beyond. Vision Graduates of the St. Gianna School of Health Sciences, Nursing Division, will be successful leaders, effective collaborators, sophisticated consumers of research, and compassionate providers of care. These graduates will be socially and ethically accountable, culturally sensitive, value the sanctity of life, respectful of diverse populations, and responsive to the changing healthcare environment. Relationship of the Course to UMary’s Mission and Values

Benedictine Values Modeling the values of hospitality, service, community, moderation, respect for persons, and prayer. A definition of each of the Benedictine Values is available for review online. The Benedictine Values that are emphasized in this course include community, hospitality, respect for persons, and service. These values are used in this course's learning environment to create opportunities for students and classmates to grow and

http://www.umary.edu/about/mission/benedictine-values.php

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gain knowledge in the art of science of nursing. This course utilizes course forums in which all should freely share knowledge and share opinions in the spirit of personal and professional growth as well as for the enhancement of professional nursing practice to improve the delivery of patient care. Servant Leadership A definition of servant leadership is available for review online. An individual who possesses a degree in Nursing must possess a solid foundation in the profession of nursing. The concepts in this background are essential for students to develop a professional Servant Leader role model who will utilize this knowledge through actions performed by self or through the encouragement of others in efforts to further the profession of nursing as well as to enhance the quality of patient care.

https://www.umary.edu/about/mission/servant-leadership.php

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Competence Experience Course Outcomes Baccalaureate

Essentials BSN Program Outcomes

University of Mary Undergraduate Competencies

QSEN ANA Standards of Practice

Benedictine Values

Master's Essentials

ADN to MSN Program Outcomes

University of Mary Graduate Outcomes

AONL Nurse Manager

Method of Assessment

Recognize patients as full partners in control of their healthcare by identifying factors across the lifespan that impact health to include components of genetics/genomics, ethnicity, culture diversity and social demographics

I, VI, VII, VIII, IX

1,2,3,4,5 Communication, Spirituality and Ethics, Global Stewardship

Patient-Centered Care, Safety

1,2,3,4, 5B Respect for Persons, Service

I, VI, VII, VIII, IX

1, 4, 5, 6, 9 Communication Moral courage

II Health Promotion, Disease Prevention, and Illness: A Community Perspective Case Study The Healthcare Delivery System: Focus on Acute Care

Assess information management tools and sources of healthcare information as facilitators of communication, knowledge management, and error mitigation.

I, III, IV, V, VI, IX

1, 2,4,6 Communication, Spirituality and Ethics, Global Stewardship

2,4,5,6 3,4,5a,7,11,14 Respect for Persons, Service

II, III, IV, V, VI, VII, VIII, IX

1, 2, 3, 5, 8, 9

Communication Professional Distinction,

I II

Nursing Informatics Paper

Describe the role of nursing research and evidence-based nursing practice to make informed clinical decisions regarding patient safety and quality improvement initiatives

I, III, V, VI, VII, IX

1,2,3,4,5,6 Communication, Critical Thinking, Spirituality and Ethics

2,3,4,5 1,2,3,4,5,5a, Respect for Persons, Service

II, III, IV, VI, VII, IX

1, 2, 3, 4, 5, 6, 8, 9

Communication Professional Distinction, Scholarship Moral Courage

I II

The Healthcare Delivery System: Focus on Acute Care Case Study

Discuss the influence of professional nursing standards, the code of ethics, principles of servant leadership, Benedictine Values, nursing philosophy, and personal beliefs on the professional nurse's approach to patient care

III, VIII 3, 6 Spirituality and Ethics, Global Stewardship

Safety, Patient centered care

1, 2, 3, 4, 5a, 5b, 6, 7, 8, 9, 10,11,12,13,14,15

Community, Hospitality, Moderation, Prayer, Respect for persons, Service

VI, VII 4, 5, 9 Communication Professional Distinction Moral Courage

II III


Value the input of collaboration with the patient, family, healthcare team to improve quality and safety in patient outcomes.

II, III, VI, VII, VIII, IX

1,2,3,4,5,6 Communication, Critical Thinking, Spirituality and Ethics

Patient-Centered Care, Teamwork & Collaboration

11 Respect for Persons, Hospitality

II, III, IV, VIII, IX

1, 3, 4, 5, 7, 8

Communication Professional Distinction Moral Courage

I II III

The Healthcare Delivery System: Focus on Acute Care Case Study Health Promotion, Disease Prevention, and Illness: A Community Perspective Case Study

Analyze how interdisciplinary collaboration and case management affect patient outcomes.

I, II, III, IV, VI, VII VIII, IX

1,2,3,4,6 Communication, Critical Thinking, Spirituality, and Ethics, Global Stewardship

Patient-centered care, Teamwork, and Collaboration

11 Respect for persons, Hospitality

II, III, VI, VII, VIII

1, 5, 6, 9

Communication Professional Distinction Moral Courage

II III


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Baccalaureate Essentials in Nursing Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety Essential III: Scholarship for Evidence Based Practice Essential IV: Information Management and Application of Patient Care Technology Essential V: Health Care Policy, Finance, and Regulatory Environments Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Essential VII: Clinical Prevention and Population Health Essential VIII: Professionalism and Professional Values Essential IX: Baccalaureate Generalist Nursing Practice Undergraduate BSN Program Outcomes

1. Create healing environments by developing and maintaining respectful, caring, professional relationships based upon an understanding of person-environment interactions and the individual human experience of health, illness, and healing.

2. Provide safe, quality, cost-effective care to patients, families, and populations. 3. Collaborate with patients, families, and communities as part of nursing and

inter/intraprofessional healthcare teams. 4. Integrate informatics and communication systems to improve patient care outcomes. 5. Engage in lifelong learning through the application of evidence-based knowledge from nursing

and the arts and sciences as the basis for nursing practice. 6. Integrate professional nursing standards, the code of ethics, principles of servant-leadership,

Benedictine values, and a liberal arts education into practice to advance the nursing profession.

University of Mary Core Undergraduate Competencies When students graduate, they are competent in four areas essential for them to function in careers and lead meaningful lives. Spirituality and Ethics:

Draw upon spiritual, philosophical, religious and Benedictine traditions to express and act upon a principled set of values.

Communication: Read, write, listen and speak effectively to gain and share meaning in a diverse world.

Critical Thinking: Analyze, synthesize, and evaluate ideas and information from multiple perspectives to make decisions and solve problems.

Global Stewardship: Respect and be critically aware of oneself and the diverse world to protect and strengthen natural, cultural and social environments.

Quality and Safety in Nursing Education (QSEN) Competencies 1 Patient-centered Care: Recognize the patient or designee as the source of control and

full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs.

2 Teamwork and Collaboration:

Function effectively within nursing and interprofessional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.

3 Evidence-Based Practice (EBP):

Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.

4 Quality Improvement (QI): Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to

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continuously improve the quality and safety of health care systems.

5 Safety: Minimize risk of harm to patients and providers through both system effectiveness and individual performance.

6 Informatics: Use information and technology to communicate, manage knowledge, mitigate error, and support decision making.

American Nurses Association Standards of Practice Standard 1. Assessment

The registered nurse collects comprehensive data pertinent to the patient's health or the situation.

Standard 2. Diagnosis The registered nurse analyzes the assessment data to determine the diagnoses or issues.

Standard 3. Outcomes Identification The registered nurse identifies expected outcomes for a plan individualized to the patient or the situation.

Standard 4. Planning The registered nurse develops a plan that prescribes strategies and alternatives to attain expected outcomes.

Standard 5. Implementation The registered nurse implements the identified plan.

Standard 5A: Coordination of Care The registered nurse coordinates care delivery.

Standard 5B: Health Teaching and Health Promotion The registered nurse employs strategies to promote health and a safe environment.

Standard 5C: Consultation The advanced practice registered nurse and the nursing role specialist provides consultation to influence the identified plan, enhance the abilities of others and effect change.

Standard 5D: Prescriptive Authority and Treatment The advanced practice registered nurse uses prescriptive authority, procedures, referrals, treatments, and therapies in accordance with state and federal laws and regulations.

Standard 6. Evaluation The registered nurse evaluates progress towards attainment of outcomes.

Standard 7. Quality of Practice The registered nurse systematically evaluates the quality and effectiveness of nursing practice.

Standard 8. Education The registered nurse attains knowledge and competency that reflects current nursing practice.

Standard 9. Professional Practice Evaluation The registered nurse evaluates one's own nursing practice in relation to professional practice standards and guidelines, relevant statutes, rules, and regulations.

Standard 10. Collegiality The registered nurse interacts with and contributes to the professional development of peers and colleagues.

Standard 11. Collaboration The registered nurse collaborates with patient, family, and others in the conduct of nursing practice.

Standard 12. Ethics The registered nurse integrates ethical provisions in all areas of practice.

Standard 13. Research The registered nurse integrates research findings into practice.

Standard 14. Resource Utilization The registered nurse considers factors related to safety, effectiveness, cost, and impact on practice in the planning and delivery of nursing services.

Standard 15. Leadership

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The registered nurse provides leadership in the professional practice setting and the profession.

The Benedictine Values Respect for persons: We recognize individual differences. Each person has a right to grow in wholeness. Students incorporate ethical, spiritual and cultural interventions in caring for persons/families in health promotion/disease, injury prevention activities. Community: We put time and effort into supporting one another. Students identify appropriate services and community resources and technology to facilitate health promotion and safety. Collaboration and partnerships are strongly emphasized in this course. Service: We serve our entire community. Students participate with other members of the care team and neighborhood groups to meet the needs of clients and members of the community. Prayer: We reserve time to pray, reflect and celebrate together. Classes begin with a prayer or a reflection. Hospitality: We offer a space for people to encounter each other as friends. Moderation: We strive for balance that avoids excess. Master’s Essentials in Nursing

I. Background for Practice from Sciences and Humanities II. Organizational and Systems Leadership

III. Quality Improvement and Safety IV. Translating and Integrating Scholarship into Practice V. Informatics and Healthcare Technologies VI. Health Policy and Advocacy

VII. Inter-professional Collaboration for Improving Patient and Population Health Outcomes VIII. Clinical Prevention and Population Health for Improving Health IX. Master’s Level Nursing Practice

ADN to MSN Nursing Leadership & Management Program Outcomes

1. Designs processes to achieve quality, cost-effective and ethical health outcomes 2. Appreciates the complexity of human resource management in today’s healthcare 3. Evaluate quality and safety measures 4. Designs a plan of change using principles of servant leadership guided by Benedictine Values 5. Collaborates with others to improve the quality of professional nursing practice and health care

policy 6. Utilizes evidence based practice for performance improvement 7. Possesses requisite knowledge to pursue doctoral education 8. Uses information technology to improve processes 9. Demonstrates effective principles of change while providing client centered care

University of Mary Graduate Competencies The University of Mary graduate programs offer its students preparation in the following four areas of competence:

Communication [COM]: Graduates demonstrate excellence in communication. Students are engaging and effective communicators demonstrated by employing collaborative dialogue and adapting language to resonate with multiple audiences and/or cultures. Their communication reflects a strong command of their field(s) due to the accurate application of disciplinary standards and infusion of disciplinary frameworks and evidence into oral and written works.

Moral Courage [MC]: Graduates clarify, support, or defend what is right and true, whether reached by faith or reason, when confronted by opposing actions or viewpoints in order to serve an understanding of the truth and to promote a culture of human dignity, justice, and virtue. Students, motivated by serving truth, evaluate and respond to actions or viewpoints opposed to what is right or true. Based on faith or reason, they clarify, support, or defend truth and a culture of human dignity, justice, and virtue.

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Professional Distinction [PD]: Graduates are servant leaders committed to excellence in their professions and communities. Students integrate knowledge and skills in the applicable discipline for professional service and/or contributions to society. They integrate applicable ethical principles and synthesize supporting reasons/evidence for decision-making. Students pursue the common good by prioritizing the needs of, and cultivating the growth of, others above their own circumstances and aspirations.

Scholarship [SCH]: Graduates conduct research or evidence-based practice to develop degree-appropriate knowledge of scholarship. Students display the skills and dispositions essential to effectively conduct evidence-based practice or research and produce scholarship. They develop a professional philosophy grounded in scholarship.

For students to acquire proficiency in these competences, continual assessment of learning in an atmosphere of openness and free inquiry is promoted.

AONL Nurse Manager Competencies I. The Science: Financial Management, Human Resource Management, Performance

Improvement, Foundational Thinking Skills, Technology, Strategic Management, Appropriate Clinical Practice Knowledge

II. The Art: Human Resource Leadership Skills, Relationship Management and Influencing Behaviors, Diversity

III. The Leader Within: Personal and Professional Accountability, Career Planning, Personal Journey Disciplines

BOOKS AND SUPPLIES Required Texts, Resource Materials, and Other Materials/Activities that will Incur Student Costs

Finkelman, A. (2019). Professional nursing concepts: Competencies for quality leadership (4th ed.). Jones & Bartlett Learning.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000.

POLICIES Attendance and Excessive Absence Policy

Class Attendance Graduate study not only focuses on individual study, but also hinges on discussion and exchange of ideas between faculty and students and non-faculty professionals and students. Therefore, it is the expectation of the Division of Nursing that all graduate nursing students regularly attend scheduled lectures, discussion boards, seminars, conferences, clinical/practical experiences, presentations, and other required educational offerings. Instructors are required to maintain reports of student attendance and to report absences for each course. For purposes of determining if a student is in attendance, she/he must be physically present in seated classes, and she/he must be participating in online classes on at least a weekly basis. Online course participation includes participating in discussion boards, submitting assignments on time, and/or interacting with the instructor through electronic means. Attendance is required for all face-to-face and online synchronous meetings. This expectation includes Institute weeks for FNP students. Synchronous meetings may include but are not limited to institute meetings, online lectures, seminars, conferences, presentations, and webinars. It is the student’s responsibility to obtain time off from work to accommodate class attendance. Any absence may subject the student to credit loss for associated coursework. Special unforeseen or unavoidable

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circumstances will be taken under consideration and may include such examples as significant student illness or hospitalization, extreme family emergencies, flight cancellation or road closures due to inclement weather, subpoenas, jury duty, military service, bereavement, and religious observances. In these, or like, situations the program coordinator may excuse the student absence. Examples that will not be excused include but are not limited to absences related to employment responsibilities, vacations, childcare issues, attending or presenting at conferences, and special events. Instructors are not obligated to accommodate examinations or required course meetings to meet students’ preferences. If a student determines there may be a special unforeseen or unavoidable circumstance resulting in an inability to participate in a required course meeting, that student must communicate with the course faculty and program coordinator immediately. Failure to Adhere to Attendance Requirements Consequences of a single unexcused absence for a scheduled synchronous class meeting may result in any of the following:

Dismissal from the course

5% reduction in overall course grade

A zero for the related assignment Absence from scheduled clinical experiences and/or class without prior approval will be recorded as an unexcused absence. One unexcused absence will place student on academic warning. Notification of this status will be given in writing. Further unexcused absences may result in academic suspension from the program. Excused Absence Policy

The University has a policy on excused absences related to sponsored/sanctioned activities and events. The policy is available for review online https://bit.ly/2UuCUYe. Students participating in such activities and events are expected to review this policy and comply with it. As long as appropriate prior notification is given according to this policy, students and faculty reach a mutual agreement concerning make-up work, and students complete the work in question, faculty shall not penalize a student for missing a class or exam when they were granted an excused absence from the university. Any questions concerning the policy may be referred to the course instructor who may refer the question to the athletic director, student activities director, or academic affairs for response.

Assignment & Exam Policy/ies

The timeliness of assignments will also be a factor in the grading process. Assignments are to be submitted at the time that has been specified by the course instructor unless there are special circumstances and the instructor is notified of these circumstances prior to the assignment deadline. Late assignments will have 10% deducted from the assignment before grading. Assignments that are submitted seven days after the posted due date, without faculty approval, will receive the grade of zero. Channel for Communication Relating to this Course

For questions or concerns related to this course, students should communicate them to the following individuals in the order listed below. Students should also review the university’s policy on academic grievances to learn more about the university’s process for responding to academic concerns. Instructor > Program Coordinator (RN to BSN: Dr. Margie Hair, ADN to MSN Program: Dr. Deb Cave) > Dr. Annie Gerhardt, Undergraduate Nursing Chair [email protected], Dr. Billie Madler, Associate Dean [email protected] > Dr. Mary Dockter, Dean [email protected] Statement Regarding Academic Honesty

Students are expected to read the University of Mary’s Academic Honor Code and Honor System and abide by all the standards of conduct and requirements contained therein. When a student is in doubt

https://bit.ly/2UuCUYe

https://catalog.umary.edu/content.php?catoid=5&navoid=403#grievances

https://catalog.umary.edu/content.php?catoid=5&navoid=403#grievances

mailto:[email protected]



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about whether or not an action might constitute an Academic Honor Code violation, s/he should request clarification from the instructor before the action in question is undertaken. The Academic Honor Code is available for review here or on my.umary.edu under the General University Policies. Statement Regarding Reasonable Accommodations

The University of Mary, in compliance with the Americans with Disabilities Act and in the spirit of our mission, offers support for disabled students who provide required documentation. Students with disabilities who need accommodations should apply to the Office of Student Accessibility Services. For further information, contact Dr. Lynn Dodge, coordinator of Student Accessibility Services, in the Student Success Center (lower level of Welder Library) at (701) 355-8264 or [email protected]. Course Specific Policies/Procedures/Information

The University Policy, Student Conduct in Instructional Settings, and the Dress Code Policy outlined in the Graduate Nursing Handbook will both be adhered to in this course. It is an expectation that graduate nursing students demonstrate professional conduct in all interactions. Please refer to the Behavioral Standards and Professional Conduct section outlined in the Graduate Nursing Student Handbook. It is the faculty’s responsibility to provide a structure and framework for learning and give guidance and direction in all learning experiences. Using a variety of teaching strategies, faculty will help students meet the outcomes of the course. However, learning is the responsibility of the student, so active participation is expected. This course will be conducted via Internet, using a variety of methods. All students must have access to a computer with Internet capability and course software required. Students must be able to use the Internet to access course documents to send and receive emails and attachments and to conduct Internet searches. Students may work together on assignments, projects, papers, etc., only when directed by faculty. Student Responsibilities for Own Learning

1. Required assignments should be read before the concept is presented in class (competencies, syllabus assignments, reading assignments, etc.). Attend class regularly via Internet discussion, complete reading requirements and participate actively. Participation requires reading extensively on topics for each session, asking and answering questions, participating in discussion board items and completing assignments located within each week’s module content.

2. Students are to be timely in discussion board responses and in email responses. The discussion boards/assignments are meant to be a resource for all class members, and students consent to this as a condition of class participation.

3. Library and Internet resources beyond the required readings are to be used. This includes locating and using references specific to this course.

WORKLOAD AND GRADING Workload Expectations

Since this is a four-semester credit graduate-level course offered over 15 weeks, you can expect to spend approximately 4 hours per week interacting in class and approximately another eight hours per week studying outside of class to complete homework assignments. Major Assignments

Assignments Appendix Weight

QSEN Competency and Course Outcome Reflection

Part 1 (Week 3)

Part 2 (Week 15)

A 20%

Discussion B 15%

https://my.umary.edu/ICS/icsfs/Academic_Honor_Code_and_Honor_System.pdf?target=8dd04a56-3767-4924-8266-1e04c47b3f14

https://catalog.umary.edu/content.php?catoid=3&navoid=211#classroom_conduct

https://my.umary.edu/ics/ClientConfig/CustomContent/handbooks/nur/grad_handbook.pdf

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Video Discussion (Flipgrid) C 5%

Casey Study (Weeks 7, 8, 10, 11) D 30%

Professional Participation Rubric

*In extenuating circumstances that prevent student attendance to a required synchronous class; students will be assessed by the Case Study Participation: Alternative Activity

E 10%

Informatics Paper (Week 13) F 20%

Professional Portfolio

The Professional Portfolio assignment is not part of this course grade. However, this assignment is placed here as a reminder so that you can begin to work on your professional portfolio early in your program of study. There may be activities/assignments in this course that you may identify that facilitated your achievement of your program’s graduate education essentials, competencies, outcomes, and/or professional standards. The Professional Portfolio guidelines are located on the Home Page of every course and are located under the Portfolio tab. This tab contains guidelines, the grading rubric, and examples of portfolios. Please note: It is an expectation that students

create a webpage to house the contents of their Professional Portfolio. The assignment guidelines offer clear directions to help the student’s success with this endeavor. Portfolios completed within Canvas will not be accepted.

Course Home Page

N/A

Methods for Evaluation and Grading Scale

All course assignments are required. To pass the course students must fulfill all assignment requirements. Assignment guidelines and grading rubrics are outlined in the appendices of this document for each major assignment. Graduate students must perform at a level that exceeds undergraduate expectations. Grading Scale

Letter Grade Percentage

A 94-100

A- 92-93

B+ 90-91

B 86-89

B- 84-85

84-85 B-

82-83 C+

75-81 C

71-74 D

<70 F

Students are encouraged to review the University Catalog and the Program Handbook for policies regarding successful academic progression. For example, the Graduate Nursing Student Handbook indicates a letter grade of less than B- is not passing. Grades will not be rounded.

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Appendix A QSEN Competency and Course Outcome Reflection

QSEN is an acronym for Quality and Safety Education for Nurses. The QSEN project began in 2005. Funded by the Robert Wood Johnson Foundation, the project had three phases between 2005 and 2012. The overall goal, through all phases of QSEN, has been to address the challenge of preparing future nurses with the knowledge, skills, and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems in which they work. This course has been developed on the pillars of QSEN. The project has leveled competencies at both the undergraduate and the graduate level in these categories:

Patient-Centered Care

Teamwork and Collaboration

Evidence-based Practice

Quality Improvement

Safety

Informatics

QSEN defines each category and identifies the knowledge, skills, and attitudes required for a nurse to have met competence. The QSEN assignment is a 2-part assignment (Part 1 Due Week 3. Part 2 Due Week 15) Part 1 – Week 3

1. Study the QSEN competencies or the Graduate QSEN competencies found at http://qsen.org/education/. 2. Review the NUR 437course outcomes (column 1 of the table) 3. Complete column 2 of the table on the following page 4. Column 2 should offer the student's perspective of how each course outcome relates to a minimum of three QSEN

competencies and describes a scenario of each (past experience or a hypothetical patient encounter) Throughout the course, the student should be reflecting and making a note of how they have gained a deeper perspective and greater competence for each course outcome and be prepared to share those examples in column 3 of the table Part 2 – Week 15

1. Complete column 3 Cite examples for each course outcome from this course’s assignments that have contributed to your growth and then identify areas of interest for continued learning

http://qsen.org/education/

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QSEN Competency and Course Outcome Reflection Table

Course Outcome Relationship to QSEN Competencies

Describe how you have gained competence as a result of this course for each of the outcomes below. Cite examples from

coursework that have contributed to your growth and identify areas of interest for

continued learning for each of the outcomes below.

Recognize patients as full partners in control of their healthcare by identifying factors across the lifespan that impact health to include components of genetics/genomics, ethnicity, culture diversity and social demographics.

Assess information management tools and sources of healthcare information as facilitators of communication, knowledge management, and error mitigation.

Describe the role of nursing research and evidence-based nursing practice to make informed clinical decisions regarding patient safety and quality improvement initiatives.

Discuss the influence of professional nursing standards, the code of ethics, principles of servant leadership, Benedictine Values, nursing philosophy, and personal beliefs on the professional nurse's approach to patient care.

Value the input of collaboration with the patient, family, healthcare team to improve quality and safety in patient outcomes.

Analyze how interdisciplinary collaboration and case management affect patient outcomes.

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QSEN Competency and Course Outcome Reflection Grading Rubric: Part 1

Criterion Met Partially Met Not Met

Timeliness – 5 points The assignment is uploaded to the assignment area on or before the due date 5 points

Criterion Not Met 0 points

Completeness – 10 points Evidence of a direct relationship of a minimum of three QSEN competencies and describes a scenario of each 10 points

Evidence of a direct relationship of the course outcome to the QSEN competency is rarely defined 5 points

Evidence of a direct relationship of the course outcome to the QSEN competency is not defined– 0 points

Quality – 15 points Demonstrates evidence of critical thinking. Thoughtfulness and comprehensive understanding of the course outcome is evident in relation to the QSEN competencies Each course outcome has a minimum of three QSEN competencies identified 15 points

Demonstrates evidence of critical thinking. Thoughtfulness and comprehensive understanding of the course outcome is slightly evident in relation to the QSEN competencies Not all course outcomes have a minimum of three QSEN competencies identified 7 points

Does not demonstrate evidence of critical thinking. Thoughtfulness and comprehensive understanding of the course outcome is not evident in relation to the QSEN competencies Each course outcome does not have a minimum of three QSEN competencies identified 0 points

QSEN Competency and Course Outcome Reflection Grading Rubric: Part 2

Criterion Met Partially Met Not Met

Timeliness – 5 points The assignment is uploaded to the assignment area on or before the due date 5 points

Criterion Not Met 0 points

Completeness – 10 points A meaningful description of how competence was gained as a result of this course related to each outcome is defined 10 points

A meaningful description of how competence was gained as a result of this course related to each outcome is rarely defined 5 points

A meaningful description of how competence was gained as a result of this course related to each outcome is not defined 0 points

Quality – 15 points Examples from coursework are listed that have contributed to the student's growth Areas of interest for continued learning for each of the outcomes is clearly defined 15 points

Few examples from coursework are listed that have contributed to the student's growth Areas of interest for continued learning for each of the outcomes is rarely defined 7 points

Examples from coursework are not listed that have contributed to the student's growth Areas of interest for continued learning for each of the outcomes is not clearly defined 0 points

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Appendix B Discussion Rubric

Each week of class begins on Monday and runs through Sunday. Modules will be open for student viewing, in preparation for the upcoming week, at 6am (central) the Saturday preceding the upcoming week. Discussion will conclude each week on Sunday at 11:59pm. The last week of every course will conclude on Friday at 11:59 pm. Faculty will be assessing discussion timeliness, quality, and engagement according to the rubric criterion outlined below. Initial weekly discussion posts are due on Wednesday at 11:59pm. Components of a quality discussion post are carefully bulleted in the rubric. Degree of engagement is not merely assessed by number of responses. The response/s of an engaged discussion participant will evidence, for the faculty, the student's review of classmate contributions across the week. Students may make multiple responses on varying days of the week or they may make one response that is a synthesis of contributions from their classmates across the week. Moreover, an engaged discussion participant is aware of feedback and questions posed to them and responds appropriately.

Criterion Exemplary Proficient Emerging Unsatisfactory

Completeness of Initial Post

Addresses all components of the posted question.

Criterion expectation is fully met. 1 pt.

Criterion not met 0 pts.

Quality of Initial Post

Evidences analysis and synthesis to create a strong, substantive post that states the case.

Shows use of sound argumentation and scholarly prose that evidences mastery of concepts and key points from readings and other scholarly sources.

Demonstrates evidence of critical thinking.

Exhibits excellent use and citation of scholarly references external to the course.

Thoughtfulness and comprehensive understanding of the discussion topic are evident.

Explores new lines of argument or different perspective which foster further discussion.

The contribution displays an adeptness with criterion expectations and models graduate level work. 3 pts.

Expectations met 2 pts.

The specified expectation needs to be strengthened 1 pt.


Timeliness

Initial discussion post is made no later than assigned deadline on Wednesday.



Quality of Contribution to Class Discussion

Thoughtfully evaluates and responds to classmates' postings using sound argumentation, scholarly prose, and tactfulness; the response is comprehensive and challenging. These responses serve to deepen the conversation.

Contributes additional, substantive, thoughtful, and analytical, yet succinct responses to other classmates' postings.

Strengths and weakness of classmates' discussion content are identified.

Responses integrate course material and are supported by scholarly reference external to the course.

Responses show evidence of critical thinking.


Expectations met 1 pt.

The specified expectation needs to be strengthened 0.5 pt.


Degree of Participation in Class Discussion and Engagement

Builds on ideas from other classmates through frequent and ongoing cross talk and interaction.

Responses to other learners include substantive feedback that extends the discussion by raising questions and sharing additional resource information.

Responds to feedback from other learners and faculty.

Takes part in a discussion on an ongoing basis over the course of the week as evidenced by contributions to the discussion.





Mechanics/Formatting

Postings are without spelling, grammar, punctuation, or syntactical errors that distract the reader from the content. Word choice is consistently accurate and appropriate.

Excellent use and proper APA citation of evidence-based references that are used in the discussion.


Criterion is partially met 0.5 pts


Dev 7/16; Rev 4/17

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Appendix C Video Discussion (Flip Grid)

Each week of class begins on Monday and runs through Sunday. Modules will be open for student viewing, in preparation for the upcoming week, at 6 am (central) the Saturday preceding the upcoming week. The discussion will conclude each week on Sunday. The last week of every course will conclude on Friday. To be successful with video discussion posts student will need to have studied materials related to the discussion topic/question. Initial discussion video posts are due on Wednesday of each week. Faculty will be assessing video discussion quality and engagement

according to the rubric criterion outlined below. Intentionally, this rubric does not establish a minimum number of required total video posts. Rather, the quality of contributions to the discussion and the degree of ongoing engagement will determine the degree of participation. That criterion can be reached in a variety of ways. It may be multiple contributing posts to a variety of peers, or it may be one or two contributions on subsequent days of the week that evidence an incorporation of ideas from multiple peers' posts.

Criterion Exemplary Proficient Emerging Unsatisfactory

Completeness of Initial Video Post

Addresses all components of the posted question.



Quality of Initial Video Post

Articulates a clear message in response to the discussion topic/question.

Displays mastery of concepts and key points from readings.

Demonstrates evidence of critical thinking and reference to supporting literature.

Shares different perspectives or new lines of argument that foster further class discussion.


Expectations met 2 pts.

The specified expectation needs to be strengthened 1 pt.


Timeliness

Initial video discussion post is made no later than assigned deadline on Wednesday.



Quality of Contribution to Video Posts

Professionally responds to classmates' postings using sound argumentation, scholarly prose, and tactfulness; the responses are comprehensive and challenging and serve to deepen the conversation.

Responses show evidence of critical thinking.





Degree of Participation in Class Discussion and Engagement

Builds on ideas from other classmates through frequent and ongoing video cross talk.

Responses extends the discussion by raising questions and sharing potential evidence based findings/solutions.

Takes part in a discussion on an ongoing basis over the course of the week as evidenced by contributions to the video posts.





Video Delivery

The student is poised and makes good eye contact with the camera. Notes are allowed and even encouraged to help organize the student's video message, however, the student does not read or rely heavily from notes in their video post. The delivery of the video message evidences the student's confidence with the discussion content, supporting evidence, and alternative perspectives.


Criterion is partially met 0.5 pts


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Appendix D Case Studies

In this course, a total of four case studies will be delivered. Each case study will be developed by an assigned student group. Chapter 7: Health Promotion, Disease Prevention, and Illness: A Community Perspective Chapter 8: The Healthcare Delivery System: Focus on Acute Care Chapter 10: Work in Interprofessional Teams Chapter 11: Employ Evidence-Based Practice

Peer attendance during the scheduled case study presentation class times is expected. Students are encouraged to plan early. If a student faces a scheduling conflict that cannot be resolved, that student will be expected to complete the Case Study Participation: Alternative Activity. The faculty must approve arrangements for this option prior to the scheduled class meeting time.

Note: It is mandatory for all students scheduled to deliver the presentation to be present. In these instances, the Case Study Participation: Alternative Activity is not an option.

To successfully prepare the assigned case study, each student group will:

1. Read the respective assigned chapter 2. Determine a hypothetical but real-to-life comprehensive case study that draws from key points in the chapter 3. Conduct a literature search for related references to support professional issues surrounding the topic/theme of the case study 4. Identify major learning objectives for the case study. It will be expected that learning objectives are measurable. Resources to

help write measurable learning objectives can be found at:

https://eclearn.emmanuel.edu/courses/1285497/pages/how-to-write-measurable-learning-objectives

http://www.celt.iastate.edu/teaching/preparing-to-teach/tips-on-writing-course-goalslearning-outcomes-and-measureable-learning-objectives

5. Provide important references (minimum of 4) to classmates for preparatory reading at least one week prior to the scheduled case study presentation. A discussion board within the online course has been established for student groups to post their identified preparatory materials to their classmates. This discussion board can be found in the Course Introduction Module.

6. Develop a narrative to build the case study with sufficient detail to:

Describe the problem

Incite scholarly discourse among class participants

Highlight key learning points

Relate major conclusions of the case study to QSEN Competencies 7. Prepare and deliver an engaging presentation (Powerpoint or Keynote – if Keynote is used please upload as a pdf to the

Canvas course) of your case study during the assigned class meeting. Each case study class meeting will be scheduled for one hour. Presenters should plan to have sufficient material and facilitated discussion to fill the hour.

8. Create a minimum of four thought-provoking questions to generate a live discussion between and among class participants throughout the case study

9. Deliver their case study on the assigned date 10. Facilitate group discussion

Logical flow thought, sequencing of content, and delivery of material are essential elements of effective communication. All will be assessed in this assignment. In-text APA citation guidelines should be followed to format citations on individual slides. The final slide of the presentation should include an APA formatted reference page.

Examples of written case study narratives can be found at http://www.ihi.org/education/IHIOpenSchool/resources/Pages/CaseStudies/default.aspx. These case studies offer a glimpse of the comprehensive exploration of a topic using a case study format to include learning objectives and discussion questions.

https://eclearn.emmanuel.edu/courses/1285497/pages/how-to-write-measurable-learning-objectives



http://www.ihi.org/education/IHIOpenSchool/resources/Pages/CaseStudies/default.aspx

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Case Study Grading Rubric

Case Study Topic The main themes of the case study are closely aligned with the subject matter of assigned book chapter and an appropriate title is applied to capture the essence of the case study. 2pt

The main themes of the case study are loosely aligned with the subject matter of assigned book chapter. 1pt

The main themes of the case study are not aligned with the subject matter of assigned book chapter. 0pts

Preparatory Readings

Preparatory readings (minimum of 4) are posted to the associated online discussion board a minimum of 1 week prior to case study presentation. All preparatory readings are current, relevant, and credible. Each reading provides an opportunity to gain a deeper insight of the issues/problems/topics of the case study and supports a critical investigation of the case study. 5pts

Preparatory readings are either not 4 in number or are not posted to the associated online discussion board a minimum of 1 week prior to case study presentation. Most preparatory readings are current, relevant, and credible. Many of the readings provide an opportunity to gain a deeper insight of the issues/problems/topics of the case study and support a critical investigation of the case study. 3pts

Preparatory readings are not current, relevant, and/or credible. Few of the readings provide an opportunity to gain a deeper insight of the issues/problems/topics of the case study and support a critical investigation of the case study. 0pts

Case Study Introduction

The presentation begins with a clear introduction that grasps the audience's attention (i.e., quote, bold statement, short story, joke, rhetorical question, noteworthy fact/s, interesting example) and introduces the presenters. 3pts

There is no clear introduction to the presentation, or the introduction lacks an attention getter, or the introduction fails to introduce the presenters. 0pts

Learning Objectives

Learning objectives (minimum of 3) are clearly defined at the beginning of the case study presentation. Each learning objective is measurable and includes what the group desires classmates to learn and the behavior to be achieved (Bloom's taxonomy). 5pts

Learning objectives are not included at the beginning of the case study presentation, are fewer than 3, or are not measurable. 0 pts

Case Study Content

The case study offers a real-to-life example that carefully navigates the listener through the complexities surrounding the issue/problem. A descript timeline of events builds the storyline of the case and further contributes to the main discussion surrounding key learning objectives. Supporting literature provides a background to the main problem/s identified in the case and any current dialogue, state or national policy activity, or advocacy related to the topic. QSEN competencies are clearly defined and relate to the topic. 15pts

The criterion is adequately met but could have been strengthened with a more carefully crafted scenario, timeline, or supporting literature. 9pts

The criterion is not met. 0pts

Case Study Conclusion

The conclusion restates the main topic of the case study, reviews the main points of the case, and has a concluding device (i.e., a statement, quote, call to action, advice, inspiration, proposed solution, or question). 4 pts

There is no clear conclusion to the presentation. 0pts

Facilitates Discussion

Integrates of a minimum of four case related questions or discussion points that encourages crosstalk and interaction of peers. The presenter/s facilitate class discussion by building on ideas from other class members and enhancing the strengths or weaknesses of discussion content. 5pts

Failure to integrate a minimum of four case related questions or discussion points that encourages crosstalk and interaction of peers. Lack of facilitation of class discussion by presenter/s. 0pts

Case Study Delivery

Evidences professional delivery of case study content. The case study is well organized, interesting, and has logical flow of thought. The case study and associated class discussion occurs over a minimum of 45 minutes but is not longer than 60 minutes. The presenter/s has/have command of the subject matter. Delivery is natural. The presenter has minimal reliance of notes. Competent articulation of evidenced based practice findings. 5pts

The organization, delivery, timing, or command of material could be strengthened. 3 pts

The presentation is not organization, delivery fails to demonstrate command of subject matter, and the presentation did not adhere to time parameters. 0 pts

Presentation Slides are aesthetic and adhere to the 7-point rule**. The presenter/s is/are visible to the audience by webcam. 3pts

Slides lack a professional appearance or fail to adhere to the 7-point rule. The presenter/s is/are not visible to the audience by webcam. 0pts

APA Format In-text APA citation guidelines are used to format reference resources on individual slides. The final slide of the presentation includes an APA formatted reference page. 3 pts

In-text APA citation guidelines are not used to format reference resources on individual slides. The final slide of the presentation does not include an APA formatted reference page. 0pts

**The 7-point rule: No more than 7 bulleted points per slide, no more than 7-words per bullet point

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Appendix E Professional Participation Grading Rubric

Professionalism is a responsibility of all nurses, in particular those with advanced degrees. Characteristics of professionalism include not only competence in a particular subject matter or skill set, but also extend to the responsibilities associated with being prepared, acting as a critical consumer of information, promoting and challenging ideas, effectively communicating, portraying a professional image, and demonstrating active engagement. The criterion outlined in the grading rubric below will evaluate student audience members.

Presence Professional Characteristics:

The student recognizes the presentation time as synonymous to classroom time and conducts himself or herself as if they were in the same physical space as the professor and classmates. The student has planned sufficiently to be present for the full presentation timeframe. The student arrives on time and is free from distractions (i.e., children, pets, household members, cellphone, social media). 5 pts

Nonprofessional Characteristics:

The student fails to attend or fails to be fully present evidenced by external distractions or lack of engagement. 0 pts

Preparedness and Participation

Exemplar Professional Characteristics:

Assigned reading is complete before the presentation and the student attentively listened to the presentation as evidenced by thoughtful insight and contributions to discussion. Comments are relevant to the topic, thought provoking, build on others' comments, and generate a deeper discussion. The student emulates a Respect of Others by avoiding command of time available for discussion while also ensuring they share individual ideas to promote scholarly discourse. Comments are always insightful, constructive and uses appropriate terminology. 10 pts

Average Professional Characteristics:

Preparedness for presentation and participation in discussion evidences emerging professional characteristics. 5 pts

Limited Professionalism:

Preparedness for presentation and participation in discussion evidences limited professional characteristics. 0 pts

Professional Attitude

Professional Characteristics: Portrays a positive

attitude. Displays enthusiasm. Strikes a balance between encouraging others ideas and bringing forward important counterpoints that may conflict with elements of the presentation. Communication is delivered in a professional and timely manner. 5 pts

Nonprofessional Characteristics: Portrays a

negative or lackadaisical attitude. Projects an overly agreeable or disagreeable point of view. 0 pts

Professional Impression

Professional Characteristics: Projects a professional

image through choice of attire and grooming. Appropriate attire for class presentations is business causal. 5 pts

Nonprofessional Characteristics: Fails to

project a professional image of self. 0 pts

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Case Study Participation: Alternative Activity

Professionalism is a responsibility of all nurses, in particular those with advanced degrees. Characteristics of professionalism include competence in a specific subject matter or skill set and extend to the responsibilities associated with being prepared, acting as a critical consumer of information, promoting and challenging ideas, effectively communicating, and portraying a professional image, and demonstrating active engagement. The criterion outlined in the grading rubric below will evaluate student members who were not able to be in attendance during the class period but continue to have accountability for the information shared. Approval/Utilization of Viewing Table Format

The student communicated with course faculty and sought approval to complete the Alternative Activity prior to the class meeting date. The student submits the viewing table by email to faculty within 48 hours of the scheduled case study presentation using the viewing table format (shown on the next page). Failure to gain prior approval will result in a failing grade for this assignment.

Critical points Exemplar Professional Characteristics:

List a minimum of three critical points from the presentation with an explanation of how those points were pivotal towards meeting the objectives of the case study. 5 pts


Less than three critical points from the presentation are listed with minimal explanation of how those points were pivotal towards meeting the objectives of the case study. 3 pts


There are no critical points from the presentation listed and/or no explanation of how those points were pivotal towards meeting the objectives of the case study. 0 pts

Completeness of Responses to Presenter's Questions

Professional Characteristics:

The student is complete in responding to all questions posed by the case study presenters. 3 pts

Nonprofessional Characteristics:

The student did not responded to all questions posed by the case study presenters. 0 pts

Quality of Responses to Presenter's Questions


The responses demonstrate a mastery of the concepts and key points presented. Critical thinking is illuminated, different perspectives or new lines of argument are woven into the response. Responses are supported by literature. 7pts


The responses demonstrate limited mastery of the concepts and key points presented. Critical thinking is marginally illuminated with few perspectives or new lines of argument. Few responses are supported by literature. 5 pts


The responses do not demonstrate a mastery of the concepts and key points presented. Critical thinking is not illuminated, and different perspectives or new lines of argument are not woven into the response. The responses are not supported by literature. 0 pts

Quality Thought Provoking Question


The student prepares a minimum of one thought-provoking question. The question builds from the presentation content and challenges ideas that would deepen the conversation. 10pts


The question marginally builds from the presentation content and minimally challenges ideas that would deepen the conversation. 5 pts


The question does not build from the presentation content and does not challenge ideas that would deepen the conversation. 0 pts

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Viewing Table

Presenter Names

Case Study Topic

Critical Points Made By Presenter/s (minimum of 3)

Your answer to each of the four questions posed by the presenters.

A thought-provoking question you would pose to the presenters related to their case study topic. (minimum of 1)

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Appendix F Informatics Paper

Students will complete a paper focused on Informatics in Healthcare. Guidelines for the paper are outlined below. Students are expected to address each component listed. Logical flow, thought, and sequencing of content are essential elements of effective written communication. All will be assessed for in written assignments. APA format must be followed including, but not limited to, title page, use of level headers, page numbering, in-text citations, and reference page. Please be sure to make use of your APA manual as you prepare this paper. To be successful in this assignment, the student will:

1. Use a minimum of 4 sources 2. Develop a paper to include an introduction, a body, and a conclusion that addresses each of the following objectives:

a. Explain the definition of healthcare/nursing informatics and the IOM core competencies related to informatics b. Describe a minimum of 2 examples of informatics systems in healthcare c. Explore the impact of informatics in healthcare from the perspectives of bedside nurses and nurse informaticist d. Consider the advantages and disadvantages of informatics in healthcare e. Share ideas about the future of informatics in healthcare

It is recommended that students submit their work to PaperRater and make revisions prior to submitting it to the assignment area. PaperRater uses artificial intelligence to evaluate writing quality and provide immediate feedback. Sometimes papers are too large for one submission. Therefore it may need to be broken up into at least 2 (or more) submissions. The URL you must visit to use UMary's PaperRater account is: http://f9.PaperRater.com/ A YouTube video listed below illustrates how to use the PaperRater tool and is only 4 minutes long. https://www.youtube.com/watch?v=hxB5VGa4uC8

http://f9.paperrater.com/

https://www.youtube.com/watch?v=hxB5VGa4uC8

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Informatics Paper Grading Rubric

Introduction The introduction is inviting, states the main topic, and

provides a preview of the paper.5pts There is no clear introduction of the main topic. The thesis statement is weak or missing. 3pts

Informatics and IOM

The paper offers a clear explanation of the definition of healthcare/nursing informatics and the IOM competencies related to informatics. 10pts

Criterion moderately met. 5pts

Criterion not met. 0pts

Informatics Systems in Healthcare

A minimum of 2 examples of informatics systems in healthcare is well described. 10pts



Informatics in Nursing

The impact of informatics in healthcare from the perspectives of bedside nurses and nurse informaticist is comprehensively explored. 10pts



Advantages and Disadvantages of Informatics

Advantages and disadvantages of informatics in healthcare are carefully considered and succinctly described. 10pts



Future of Informatics

Ideas about the future of informatics in healthcare are shared. 10pts

Ideas about the future of informatics in healthcare are not shared. 5pts

Conclusion The conclusion is strong and leaves the reader with an understanding of how the information applies to the overall purpose of the paper. 10pts

The conclusion is neither strong nor weak. It leaves the reader with a basic understanding of how the information presented relates to the purpose of the paper but fails to connect the main points. 5pts

The conclusion is weak and does not leave the reader with an understanding of how the information from the main points of the paper relate to the overall purpose. 0pts

Flow of Thought There is an appropriate use of well-placed section headers and, if applicable, subheaders. Details are placed in a logical order, and the way they are presented effectively keeps the interest of the reader. The pacing is well-controlled. The writer knows when to slow down and elaborate, and when to pick up the pace and move on. 5pts

There is occasional use of section headers. Some details are not in a logical or expected order, and this distracts the reader. The pacing is occasionally well-controlled, but the writer sometimes repeats the same point over and over or spends too much time on details that don't matter. 3pts

There is no use of section headers. Many details are not in a logical or expected order. There is little sense that the writing is organized. The pacing often feels awkward to the reader. The writer elaborates when there is little need, and then leaves out necessary supporting information. 0pts

Grammar & Spelling; Capitalization & Punctuation; Sentence Structure

The Writer makes no errors in grammar or spelling that distract the reader from the content. The Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. All sentences sound natural and are easy-on-the-ear when reading aloud. Each sentence is clear and has an obvious emphasis. 15pts

The writer makes a few errors in capitalization and punctuation that catch the reader's attention and interrupt the flow. Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand. The writer makes more than four errors in grammar or spelling that distracts the reader from the content. 8pts

The writer makes several errors in capitalization and punctuation that catch the reader's attention and greatly interrupt the flow. The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. 0pts

Sources A comprehensive search for sources of information was conducted. Utilizes a minimum of 4 credible sources outside of the course textbook. Selection of sources to use was based on quality, currency, and relevance to the topic. 5pts

A less than adequate search for sources of information was conducted. Selection of sources to use was, to a limited degree, based on quality, currency, and relevance of the research. 3pts

A poor search for sources of information was conducted. Selection of sources to use was not based on quality, currency, and relevance of the research. 0pts

APA Format APA writing style is followed in all elements of the paper title page, including use of running heads, page numbering, in-text citations, headings, and reference page. 10pts

Use of APA format minimally used. 3pts

Use of APA format is not evident. 0pts

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