UCC/UGC/ECCC

Proposal for Course Change

FAST TRACK (Select if this will be a fast track item. Refer to UCC or UGC Fast Track Policy for eligibility)

If the changes included in this proposal are significant, attach copies of original and proposed syllabi in approved university format. 1. Course subject and number: NUR 560 2. Units: 3 See upper and lower division undergraduate course definitions. 3. College: Health and Human Services 4. Academic Unit: Nursing 5. Current Student Learning Outcomes of the course. Critical Thinking • Identify and utilize selected theoretical

frameworks that are applicable for rural advanced nursing practice

• Analyze ethical dilemmas that currently affect the health care delivery system.

• Analyze current social and political issues and concomitant state, federal, and local regulations as they relate to delivery of health care.

Communication • Identify strategies to provide program change

and evaluation for ongoing community programs. • Develop an effective communication strategy to

affect the political process related to rural health care issues.

Clinical Competence • Conduct a health needs assessment of a rural

community and plan appropriate nursing interventions that could be used by an Advanced Practice Nurse to address identified needs.

• Analyze strategies for implementing change at the organizational community, state, and national level.

Show the proposed changes in this column (if applicable). Bold the proposed changes in this column to differentiate from what is not changing, and Bold with strikethrough what is being deleted. (Resources & Examples for Developing Course Learning Outcomes) Clinical Practice and Prevention • Design and plan culturally responsive

strategies in the delivery of clinical prevention and health promotion services for a rural community.

Clinical Competence • Conduct a health needs assessment of a

rural community and plan appropriate nursing interventions that could be used by an Advanced Practice Nurse to address identified needs.

• Analyze strategies for implementing change at the organizational community, state, and national level.

Communication • Collaborate and lead teams or partnerships

in effective working relationships addressing health needs of rural communities.

• Identify strategies to provide program change and evaluation for ongoing community programs.

• Develop an effective communication strategy to affect the political process related to rural

Culture • Discuss the implications of social and cultural

factors on the delivery of health care in rural areas.

• Identify strategies to promote health in varying cultural, ethnic and social groups throughout the rural communities in the Southwest.

Accountability • Identify the underlying assumptions associated

with a national health care system model and present strategies for integrating present medical provisionary systems into this model (e.g., Indian Health Services (IHS), Arizona Health Care Cost Containment System (AHCCCS), Medicaid.)

• Critique current local, state, national health care delivery systems as related to access for health care for minority and disadvantage populations.

Management/Leadership • Examine health policy issues affecting current

trends in nursing practice within rural health settings and primary care settings.

health care issues. Critical Reasoning • Utilize change and other self-selected

theories to address the unique characteristics and health needs of rural communities in order to develop, prioritize and plan community interventions.

Critical Thinking • Identify and utilize selected theoretical

frameworks that are applicable for rural advanced nursing practice

• Analyze ethical dilemmas that currently affect the health care delivery system.

• Analyze current social and political issues and concomitant state, federal, and local regulations as they relate to delivery of health care.

Global Health • Address health equity and social justice

issues to reduce health disparities for rural or at risk communities.

• Assume collaborative leadership in planning, implementing and evaluating culturally reinforcing health care services in rural or at risk communities.

Culture • Discuss the implications of social and

cultural factors on the delivery of health care in rural areas.

• Identify strategies to promote health in varying cultural, ethnic and social groups throughout the rural communities in the Southwest.

Leadership • Analyze current health care policies in

relation to underlying assumptions and the impact on individuals, families and health care providers.

Professionalism and Professional Values • Analyze ethical dilemmas that are created by

health and social policy decisions. Accountability • Identify the underlying assumptions

associated with a national health care system model and present strategies for integrating present medical provisionary systems into this model (e.g., Indian Health Services (IHS), Arizona Health Care Cost Containment System (AHCCCS), Medicaid.)

• Critique current local, state, national health care delivery systems as related to access

for health care for minority and disadvantage populations.

Management/Leadership • Examine health policy issues affecting

current trends in nursing practice within rural health settings and primary care settings.

6. Current title, description and units. Cut and paste, in its entirety, from the current on-line academic catalog* http://catalog.nau.edu/Catalog/. NUR 560 RURAL THEORY AND HEALTH POLICY (3) Description: Focuses on sociopolitical issues and policies affecting health care in rural areas. Assessment of rural health issues and proposed plans for addressing these issues are emphasized. Letter grade only. Course fee required. Units: 3 Prerequisite: Admission to Nursing graduate program or permission of the school

Show the proposed changes in this column Bold the proposed changes in this column to differentiate from what is not changing, and Bold with strikethrough what is being deleted. NUR 560 RURAL THEORY AND HEALTH POLICY (3) Description: Focuses on sociopolitical issues and policies affecting health care in rural areas. Assessment of rural health issues and proposed plans for addressing these issues are emphasized Focuses on the unique characteristics and needs of rural communities. Students will propose plans to address key issues within a collaborative partnership model. Current health care policy and team leadership are emphasized. Letter grade only. Course fee required. Units: 3 Prerequisite: Admission to Nursing graduate program or permission of the school Pre or Corequisite: NUR 510

*if there has been a previously approved UCC/UGC/ECCC change since the last catalog year, please copy the approved text from the proposal form into this field. 7. Justification for course change. Course description and outcome revisions are required to bring in line with accreditation requirements. Current health care policy and team leadership have an increased emphasis. NUR 510 is a foundational course.

8. Effective BEGINNING of what term and year? Fall 2013 See effective dates calendar.

IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING

CURRENT PROPOSED Current course subject and number:

Proposed course subject and number:

Current number of units:

Proposed number of units:

Current short course title:

Proposed short course title (max 30 characters):

Current long course title:

Proposed long course title (max 100 characters):

Current grading option: letter grade pass/fail or both

Proposed grading option: letter grade pass/fail or both

Current repeat for additional units:

Proposed repeat for additional units:

Current max number of units:

Proposed max number of units:

Current prerequisite: Admission to Nursing graduate program or permission of the school

Proposed prerequisite (include rationale in the justification): NUR 510

Current co-requisite: NONE

Proposed co-requisite (include rationale in the justification): NUR 510

Current co-convene with: Proposed co-convene with:

Current cross list with: Proposed cross list with:

9. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)? Yes No If yes, describe the impact and include a letter of response from each impacted academic unit. Nursing-Generalist; M.S., Nursing-Family Practitioner; M.S. 10. Is there a related plan or sub plan change proposal being submitted? Yes No If no, explain. 11. Does this course include combined lecture and lab components? Yes No If yes, include the units specific to each component in the course description above. Answer 12-15 for UCC/ECCC only: 12. Is this course an approved Liberal Studies or Diversity course? Yes No If yes, select all that apply. Liberal Studies Diversity Both 13. Do you want to remove the Liberal Studies or Diversity designation? Yes No

If yes, select all that apply. Liberal Studies Diversity Both 14. Is this course listed in the Course Equivalency Guide? Yes No 15. Is this course a Shared Unique Numbering (SUN) course? Yes No Scott Galland 12/6/2012 Reviewed by Curriculum Process Associate Date Approvals:

Department Chair/ Unit Head (if appropriate) Date

Chair of college curriculum committee Date

Dean of college Date For Committee use only:

UCC/UGC/ECCC Approval Date Approved as submitted: Yes No Approved as modified: Yes No CURRENT SYLLABUS NUR 560: Rural Health Nursing Credit Hours: 3 Credit Hours

Summer, 2011 Instructor Name: Karine Crow, PhD, RN Office Address: School of Nursing Phone: (928) 871-2851 E-mail: Use course e-mail for all communication Office Hours: Online or by appointment Course Prerequisites: Admission to Graduate College Catalog description: Introduces student to theory of rural health. Provides in-depth study of community systems, needs assessment and interdisciplinary relations. Gives an overview of issues and trends that influence rural individuals, families and communities and rural health care practice. Course Description: Advanced Concepts in Rural Health Nursing is the foundation course designed to increase students knowledge of health concerns and issues and trends involving individuals, families and communities in rural, under served areas. Students have the opportunity to analyze ideas, theories and concepts that are associated with health care and rural health nursing practice and to learn about the development of rural health nursing. Students learn the implications of functioning in an expanded nursing role in the community and they identify the management and leadership concerns that are associated with this expanded nursing function. This course gives an overview of issues relevant to the health care system in the United States and delivery of health care to rural areas. Strengths, weakness, current opportunities and existing threats to health care delivery in rural areas will be examined. Federal, state, local legislation and regulation will be reviewed in terms of impact on configuration of services. Access to health care, and resources available particularly as it relates to minority and disadvantaged populations will be examined. Alternative health care systems will be considered in relation to potential and actual influence on health services delivery. Course Learning Outcomes: Following the prescribed learning offered in advanced nursing, the graduate student will be able to: Critical Thinking

1. Identify and utilize selected theoretical frameworks that are applicable for rural advanced nursing practice

2. Analyze ethical dilemmas that currently affect the health care delivery system. 3. Analyze current social and political issues and concomitant state, federal, and local regulations

as they relate to delivery of health care. Communication

4. Identify strategies to provide program change and evaluation for ongoing community programs.

5. Develop an effective communication strategy to affect the political process related to rural health care issues.

Clinical Competence 6. Conduct a health needs assessment of a rural community and plan appropriate interventions

that could be used by a community to address the identified needs. 7. Analyze strategies for implementing change at the organizational community, state, and

national level. Culture

8. Discuss the implications of social and cultural factors on the delivery of health care in rural areas.

9. Identify strategies to promote health in varying cultural, ethnic and social groups throughout the rural communities in the Southwest.

Accountability 10. Identify the underlying assumptions associated with a national health care system model and

present strategies for integrating present medical provisionary systems into this model (e.g., Indian Health Services (IHS), Arizona Health Care Cost Containment System (AHCCCS), Medicaid.)

11. Critique current local, state, national health care delivery systems as related to access for health care for minority and disadvantage populations.

Management/Leadership 12. Examine health policy issues affecting current trends in nursing practice within rural health

settings and primary care settings. Course Structure:

1. This course is designed as a web-based course in which students will be responsible for a great deal of independent learning. Assignments related to the independent learning must be submitted on the due dates as shown in the Calendar. Points worth 5% of the assignment will be deducted for each day an assignment is late. 2.The faculty will serve as facilitator in the development and implementation of learning objectives. 3. The course will be offered using web-based independent learning activities. There is a large assignment in which students will assess a rural community for issues related to health. From this assessment, the students will identify an issue related to health policy and develop a paper addressing this issue. 4. A number of Power Point presentations will be available related to topics in the course that are recommended for independent student review. 5. Each student will be expected to contribute substantively to class discussions on an ongoing basis. Each student must make a substantive posting on each of the discussion questions and make a response to at least two other class mates' postings to receive full credit for the discussion topic. Postings must be the original work of the student, not a "rehash" of a text book or article review. The initial discussion assignment is due by Tuesday evening of each week. Each student will post two additional responses by the following Friday evening. All postings are due by 11:59 PM on the specified day. Any assignment submitted after this time will have points deducted for being late UNLESS prior approval from the faculty for special circumstances creating a late submission has been received.

Course Assignments Overview Detailed assignments are found in conjunction with the grading criteria. This section is intended only to give you a snapshot of assignments. You will find assignment due dates on the course calendar. Weekly:

• 10 Discussions • 10 response assignments (2 responses weekly for a total of 20)

Every 2 weeks (approximately): • Community Assessment Sections (five sections)

During Semester: • 1 Power point of community assessment project • 1 Legal political paper

Course Grades Weekly Assignments: Assignment totals

• 10 Learning Module Discussion 100 pts • 20 Discussion responses (2/week) 50 pts

Semester assignments: • Community Assessment 100 pts • Power point of community assess project 50 pts • Legal-Political Paper 100 pts

Course Total 400 pts Final grades:

A 372 - 400 points B 336 - 371 points C 300 - 335 points D 264 - 299 points F fewer than 264 points

Community Assessment Project You may work in groups that are geographically convenient with no more than 4 students in each group. If you are not residing near classmates you may work alone . Advantages to working together are that you are able to share the assessment work load and collaborate with each other. If you are working in a group each paper may be written together. Much of the work can be done on line so please consider working as teams. Please have one person from each group let faculty know by the end of the second week who you are working with. You will likely have to go to the community once or twice during the semester. First, identify a rural or frontier community accessible to you for your community analysis. By the third week of class identify a vulnerable population within your community. You will have to substantiate the vulnerable population is in the community and that it is indeed vulnerable. Carry out a community assessment of this population using a systems approach by utilizing the steps of the GENESIS model. It is expected that each student will contribute a minimum of 15 hours to implement the project and data collection . This is considered an integral part of the course and the participation of each member of each team is vital to successful completion of the project. This community assessment will be done over the entire summer with various portions of the assignment due with each module in the course. See specific assignments in each module for the work required. Each group or individual will develop a final report using power point and submit the report. If you are working in a group, this final power point may be written together. The final report will consist of a summary of the assessment data, analysis of data, and the recommendations for the community to address the specific needs of the identified vulnerable population. A project will only be recommended, the project will not be implemented. GENESIS MODEL STEPS

1. Collect previously published data about your population. 2. Conduct a secondary analysis to describe the distribution of health and illness in the

population. 3. Identify key informants for this population. 4. Interview primary informants and conduct participant observations in the community 5. Analyze primary and secondary data 6. Develop lists of strengths, weaknesses of major themes identified. 7. Make recommendations to improve health of the community. 8. Present written report.

Grading of Project: 100 points (20 points for each section) Data Collection

• Module I: Rural Theory (20 points)

• Module II: Community Assessment (20 points) • Module III: Epidemiology (20 points) • Module IV: Health Care Financing (20 points) • Module V: Legislative Process & Rural Practice (20 points)

Steps in Community Assessment Project: Data Collection Module I: Rural Theory & Vulnerable population Identify a rural or frontier community to study. Give data to support that this community meets criteria to be classified as a rural or frontier community. Identify what vulnerable populations are present in this community and select one as the focus of this paper. Describe the community and selected population in terms of the following:

• Environment • Topography • Location • Climate • Size and boundaries of community • Size and location of vulnerable populations • Identify selected vulnerable population as paper focus • Residence of vulnerable population

Module II: Community Assessment and Planning Do a survey of your community to assess for the following for the residence and in relation to your vulnerable population:

• Water and food resources • Possible sources of pollution • Sanitation issues • Communication sources such as radio, TV, • Leisure activity resources • Residential housing • Transportation • Educational facilities • Religious facilities

Module III: Epidemiology Utilize data sources from web sites to understand the demographics of the population in your community and of the vulnerable population:

• Vital & demographic statistics for the community & vulnerable population • Community & Vulnerable population characteristics such as

o Prevalent diseases and conditions o Employment levels o Number at or below poverty level o Morbidity and mortality data

Module IV: Health Care Financing Interview a health care provider who serves this community. Identify where the general and the vulnerable population of the community receives health services. Describe the following for this community:

• Health care agencies • Health care personnel • Specialized health care for specific population • What are the methods this population utilizes to pay for health care services • What funding for health care is available to the identified vulnerable population

Module V: Legislative Process & Rural Practice For your community, do the following

• Identify elected officials - give name and title

• Describe structure of local government • Interview an elected official serving this community. Ask official to describe his/her evaluation

of health issues important to this community and important to the vulnerable population selected.

• Interview a community leader to ask about his/her evaluation of health issues important to the community and vulnerable population. ( This could be an educator, religious leader, community volunteer, etc).

• Identify what support groups are available to the vulnerable populations such as alcohol, drug support groups, teen mothers, etc .

Community Assessment Powerpoint: Final Report Grading of Powerpoint: 50 Points Description of the community (10 points) Summary of assessment data (10 points) Analysis of Data :Identify strengths and weakness of community (10 points) Recommendations for Community (10 points) Presentation style, readability, grammar, clarity, accuracy (5 points) References (5 points) Legal and Political Trends Paper You will need to identify a legal or political issues that affects rural health care in your community. This issue could pertain to rural providers, rural systems, or rural organizations. The body of the paper should be approximately 8-10 pages in length. The maximum page length for the body of the paper is 10 pages. No more than 10 pages will be read for grading. As a reminder, APA format dictates margins and font. ______ /10 Description of the legal or political issue (__ /5) Identify how this issue is relevant to your rural community (__/5.) ______ /20 Provide a literature review to support the following:

• Importance of the issue ( __/5) • The components involved in this issue ( __/5) • Possible solution to the issue (__/5) • Literature review must include current or relevant articles to support your position (__/5)

______ /40 Develop and describe your plan of action to improve the problems inherent in this issue. The plan will be evaluated for:

• thoroughness (__/10) • clarity (__/10) • appropriateness as supported from evidence (__/10), and • the potential that it is realistic and may be doable (__/10)

______ /10 Describe a legislative bill either presently in place or a proposed bill that could have an effect on this issue (__/5). Discuss how it would impact the issue (__ /5). ______ /10 Writing style. The paper reflects a writing style that makes a cogent argument and provides support for the arguments made. The grammar and syntax are appropriate. ______ /10 APA format is required. All citations are appropriately referenced.

______ 100 Total

Evaluation Rubric for Course Discussions Two portions are involved in the grading of the discussion assignments. First, an individual student posts a one page discussion related to the questions listed for that module. At least two responses to other students' postings are required each week. Those postings should be at least a half page and bring new information to the discussion. When posting an initial response in the discussion time period (by Tuesday at 11:59 PM), and when responding to others' comments (by Friday at 11:59 PM), the student will be evaluated using the following rubric: Initial Learning Module Discussion( each Discussion Response) Score of 9.0-10 (2.25-2.5) = OUTSTANDING (A) Student will address the questions directly and thoroughly. The position taken will be supported with specific evidence and examples with the line of reasoning clearly articulated. The reader will clearly know the student's judgment and the reasons for it, with no need to seek further information. In addition, the reader will recognize the student's insight into the issues as well as the analysis and interpretation. Score of 8.0-8.9 (2.0-2.24) = STRONG (B) Student will address the questions directly and thoroughly. The position will be supported through reasoning and some evidence. The reasoning will be logical and easy to follow. The reader will know what your judgment is and the reasons for this judgment. Score of 7.0-7.9 (1.75-1.9) = ACCEPTABLE (C) Student will address the questions, though the focus may wander in portions. Elements of the student's position may not be completely developed or may receive erratic support (i.e., some points supported well, while others supported weakly). The quality of writing interferes with understanding. The reader will recognize basic understanding of the issues represented, though with a need for some clarification or elaboration. Score of 6.0-6.9 (1.5-1.74) = WEAK (D) Student may fail to address the question adequately. Ideas are put together without careful design, so that the overall effect is confusion on the part of the reader. Little support is provided for the arguments or comparison made, and inaccuracies may be present. Mechanical errors may be substantial, and the errors may attribute to misunderstandings. The reader will have serious questions about the writer's understanding. Score of 0.0 - 5.9 (0-1.4) = FAIL Student will fail to address the question adequately. Ideas are irrelevant to question and confusing to the reader. No rationale is proved to support the arguments. The quality of writing is poor; mechanical errors are substantial, which results in misunderstandings. The reader will have serious difficulty following writer's understanding. Textbooks & Tools: Required Texts: Winters, C.A. & Lee, H.J., Eds. (2010). Rural Nursing: Concepts, theory and practice (3rd ed.). New York, NY: Springer Publishing Co. Shi, L. & Stevens, G.D. (2010). Vulnerable Populations in the United States. San Francisco (2nd ed.). CA: Jossey-Bass. Sultz, H., & Young, K. (2011). Health Care USA, Understanding Its Organization and Delivery (7th ed.). Boston: Jones & Bartlett. Anderson, E. & McFarlane, J. (2008). Community as Partner: Theory and Practice in Nursing (5th ed.) . Philadelphia: Lippincott. ( Recommended) Those of you with a baccalaureate in Nursing may already have a good community health text that will be useful for the community assessment portion of the course, and in that case, you do not need to purchase the Anderson & McFarlane text. If your undergraduate degree is not in Nursing you will need the above text on working with communities. Tools:

• Each student will need to have access to the use of power point both to receive and send lesson assignments.

• It is highly recommended that you have access to high speed internet service to be successful in this course.

Course Polices The School of Nursing has a responsibility to the public and to the nursing profession; thus, it reserves the privilege of retaining only those students who, in the judgment of the faculty, demonstrate high academic standards.

a. These academic standards include honesty, accountability, and accepting responsibility for one's own work.

b. Examples of unacceptable behavior are plagiarism and cheating. Refer to School of Nursing graduate student handbook for further clarification. The Student Handbook as well as the School of Nursing Policies related to advancement, retention, and graduation are followed in this course.

The student will attend the scheduled virtual class. If an extenuating reason precludes class attendance, it is the responsibility of the student to notify the instructor and make arrangements for make up work as needed. Absences may result in a reduction in the final grade. Submit all assignments and discussions by the designated due date. Points will be deducted for late assignments at the rate of 5 % per day late. No makeup assignments are offered to replace missed or poorly done course work. Maintain courteous and ethical classroom and web discussion decorum. Please review the document that discusses etiquette when working on the internet. Conform to and comply with ethical academic standards which require each student to:

1. Independently perform the work for which he/she seek credit. 2. Correctly document sources which draw upon the work of others using A.P.A. guidelines (6th

edition). THE CORE RULES OF NETIQUETTE The Core Rules of Netiquette are excerpted from the book Netiquette by Virginia Shea. http://www.albion.com/netiquette/book/0963702513p32.html The Core Rules of Netiquette — Summary Rule 1. Remember the human. Never forget that the person reading your mail or posting is, indeed, a person, with feelings that can be hurt. Corollary 1 to Rule #1: It's not nice to hurt other people's feelings. Corollary 2: Never mail or post anything you wouldn't say to your reader's face. Corollary 3: Notify your readers when flaming. Rule 2. Adhere to the same standards of behavior online that you follow in real life. Corollary 1: Be ethical. Corollary 2: Breaking the law is bad Netiquette. Rule 3. Know where you are in cyberspace. Corollary 1: Netiquette varies from domain to domain. Corollary 2: Lurk before you leap. Rule 4. Respect other people's time and bandwidth. Corollary 1: It's OK to think that what you're doing at the moment is the most important thing in the universe, but don't expect anyone else to agree with you. Corollary 2: Post messages to the appropriate discussion group. Corollary 3: Try not to ask stupid questions on discussion groups. Corollary 4: Read the FAQ (Frequently Asked Questions) document. Corollary 5: When appropriate, use private email instead of posting to the group. Corollary 6: Don't post subscribe, unsubscribe, or FAQ requests. Corollary 7: Don't waste expert readers' time by posting basic information. Corollary 8: If you disagree with the premise of a particular discussion group, don't waste the time and bandwidth of the members by telling them how stupid they are. Just stay away.

Corollary 9: Conserve bandwidth when you retrieve information from a host or server. Rule 5. Make yourself look good online. Corollary 1: Check grammar and spelling before you post. Corollary 2: Know what you're talking about and make sense. Corollary 3: Don't post flame-bait. Rule 6. Share expert knowledge. Corollary 1: Offer answers and help to people who ask questions on discussion groups. Corollary 2: If you've received email answers to a posted question, summarize them and post the summary to the discussion group. Rule 7. Help keep flame wars under control. Corollary 1: Don't respond to flame-bait. Corollary 2: Don't post spelling or grammar flames. Corollary 3: If you've posted flame-bait or perpetuated a flame war, apologize. Rule 8. Respect other people's privacy. Don't read other people's private email. Rule 9. Don't abuse your power. The more power you have, the more important it is that you use it well. Rule 10. Be forgiving of other people's mistakes. You were a network newbie once too! http://www.albion.com/netiquette/corerules.html Introduction by Virginia Shea What is Netiquette? Simply stated, it's network etiquette -- that is, the etiquette of cyberspace. And "etiquette" means "the forms required by good breeding or prescribed by authority to be required in social or official life." In other words, Netiquette is a set of rules for behaving properly online. When you enter any new culture -- and cyberspace has its own culture -- you're liable to commit a few social blunders. You might offend people without meaning to. Or you might misunderstand what others say and take offense when it's not intended. To make matters worse, something about cyberspace makes it easy to forget that you're interacting with other real people -- not just ASCII characters on a screen, but live human characters. So, partly as a result of forgetting that people online are still real, and partly because they don't know the conventions, well-meaning cybernauts, especially new ones, make all kinds of mistakes. The book Netiquette has a dual purpose: to help net newbies minimize their mistakes, and to help experienced cyberspace travelers help the newbies. The premise of the book is that most people would rather make friends than enemies, and that if you follow a few basic rules, you're less likely to make the kind of mistakes that will prevent you from making friends. The list of core rules below, and the explanations that follow, are excerpted from the book. They are offered here as a set of general guidelines for cyberspace behavior. They won't answer all your Netiquette questions. But they should give you some basic principles to use in solving your own Netiquette dilemmas. Rule 1: Remember the human The golden rule your parents and your kindergarten teacher taught you was pretty simple: Do unto others as you'd have others do unto you. Imagine how you'd feel if you were in the other person's shoes. Stand up for yourself, but try not to hurt people's feelings. In cyberspace, we state this in an even more basic manner: Remember the human. When you communicate electronically, all you see is a computer screen. You don't have the opportunity to use facial expressions, gestures, and tone of voice to communicate your meaning; words -- lonely written words -- are all you've got. And that goes for your correspondent as well. When you're holding a conversation online -- whether it's an email exchange or a response to a discussion group posting -- it's easy to misinterpret your correspondent's meaning. And it's

frighteningly easy to forget that your correspondent is a person with feelings more or less like your own. It's ironic, really. Computer networks bring people together who'd otherwise never meet. But the impersonality of the medium changes that meeting to something less -- well, less personal. Humans exchanging email often behave the way some people behind the wheel of a car do: They curse at other drivers, make obscene gestures, and generally behave like savages. Most of them would never act that way at work or at home. But the interposition of the machine seems to make it acceptable. The message of Netiquette is that it's not acceptable. Yes, use your network connections to express yourself freely, explore strange new worlds, and boldly go where you've never gone before. But remember the Prime Directive of Netiquette: Those are real people out there. Would you say it to the person's face? Writer and Macintosh evangelist Guy Kawasaki tells a story about getting email from some fellow he's never met. Online, this fellow tells Guy that he's a bad writer with nothing interesting to say. Unbelievably rude? Yes, but unfortunately, it happens all the time in cyberspace. Maybe it's the awesome power of being able to send mail directly to a well-known writer like Guy. Maybe it's the fact that you can't see his face crumple in misery as he reads your cruel words. Whatever the reason, it's incredibly common. Guy proposes a useful test for anything you're about to post or mail: Ask yourself, "Would I say this to the person's face?" If the answer is no, rewrite and reread. Repeat the process till you feel sure that you'd feel as comfortable saying these words to the live person as you do sending them through cyberspace. Of course, it's possible that you'd feel great about saying something extremely rude to the person's face. In that case, Netiquette can't help you. Go get a copy of Miss Manners' Guide to Excruciatingly Correct Behavior. Another reason not to be offensive online When you communicate through cyberspace -- via email or on discussion groups -- your words are written. And chances are they're stored somewhere where you have no control over them. In other words, there's a good chance they can come back to haunt you. Never forget the story of famous email user Oliver North. Ollie, you'll remember, was a great devotee of the White House email system, PROFS. He diligently deleted all incriminating notes he sent or received. What he didn't realize was that, somewhere else in the White House, computer room staff were equally diligently backing up the mainframe where his messages were stored. When he went on trial, all those handy backup tapes were readily available as evidence against him. You don't have to be engaged in criminal activity to want to be careful. Any message you send could be saved or forwarded by its recipient. You have no control over where it goes. Rule 2: Adhere to the same standards of behavior online that you follow in real life In real life, most people are fairly law-abiding, either by disposition or because we're afraid of getting caught. In cyberspace, the chances of getting caught sometimes seem slim. And, perhaps because people sometimes forget that there's a human being on the other side of the computer, some people think that a lower standard of ethics or personal behavior is acceptable in cyberspace. The confusion may be understandable, but these people are mistaken. Standards of behavior may be different in some areas of cyberspace, but they are not lower than in real life. Be ethical Don't believe anyone who says, "The only ethics out there are what you can get away with." This is a book about manners, not about ethics. But if you encounter an ethical dilemma in cyberspace, consult the code you follow in real life. Chances are good you'll find the answer. One more point on Netiquette ethics: If you use shareware, pay for it. Paying for shareware encourages more people to write shareware. The few dollars probably won't mean much to you, and they benefit all of cyberspace in the long run. Breaking the law is bad Netiquette If you're tempted to do something that's illegal in cyberspace, chances are it's also bad Netiquette.

Some laws are obscure or complicated enough that it's hard to know how to follow them. And in some cases, we're still establishing how the law applies to cyberspace. Two examples are the laws on privacy (see Rule 8 and "Email Privacy -- a Grand Illusion" on page 125) and copyright (see "Copyright in Cyberspace" on page 133). Again, this is a book on manners, not a legal manual. But Netiquette mandates that you do your best to act within the laws of society and cyberspace. Rule 3: Know where you are in cyberspace Netiquette varies from domain to domain What's perfectly acceptable in one area may be dreadfully rude in another. For example, in most TV discussion groups, passing on idle gossip is perfectly permissible. But throwing around unsubstantiated rumors in a journalists' mailing list will make you very unpopular there. And because Netiquette is different in different places, it's important to know where you are. Thus the next corollary: Lurk before you leap When you enter a domain of cyberspace that's new to you, take a look around. Spend a while listening to the chat or reading the archives. Get a sense of how the people who are already there act. Then go ahead and participate. Rule 4: Respect other people's time and bandwidth It's a cliché that people today seem to have less time than ever before, even though (or perhaps because) we sleep less and have more labor-saving devices than our grandparents did. When you send email or post to a discussion group, you're taking up other people's time (or hoping to). It's your responsibility to ensure that the time they spend reading your posting isn't wasted. The word "bandwidth" is sometimes used synonymously with time, but it's really a different thing. Bandwidth is the information-carrying capacity of the wires and channels that connect everyone in cyberspace. There's a limit to the amount of data that any piece of wiring can carry at any given moment -- even a state-of-the-art fiber-optic cable. The word "bandwidth" is also sometimes used to refer to the storage capacity of a host system. When you accidentally post the same note to the same newsgroup five times, you are wasting both time (of the people who check all five copies of the posting) and bandwidth (by sending repetitive information over the wires and requiring it to be stored somewhere). You are not the center of cyberspace Presumably, this reminder will be superfluous to most readers. But I include it anyway, because when you're working hard on a project and deeply involved in it, it's easy to forget that other people have concerns other than yours. So don't expect instant responses to all your questions, and don't assume that all readers will agree with -- or care about -- your passionate arguments. Rules for discussion groups Rule 4 has a number of implications for discussion group users. Most discussion group readers are already spending too much time sitting at the computer; their significant others, families, and roommates are drumming their fingers, wondering when to serve dinner, while those network maniacs are catching up on the latest way to housebreak a puppy or cook zucchini. And many news-reading programs are slow, so just opening a posted note or article can take a while. Then the reader has to wade through all the header information to get to the meat of the message. No one is pleased when it turns out not to be worth the trouble. See "Netiquette for Discussion Groups" on page 65 for detailed rules. To whom should messages be directed? (Or why "mailing list" could become a dirty word) In the old days, people made copies with carbon paper. You could only make about five legible copies. So you thought good and hard about who you wanted to send those five copies to. Today, it's as easy to copy practically anyone on your mail as it is not to. And we sometimes find ourselves copying people almost out of habit. In general, this is rude. People have less time than ever today, precisely because they have so much information to absorb. Before you copy people on your messages, ask yourself whether they really need to know. If the answer is no, don't waste their time. If the answer is maybe, think twice before you hit the send key.

Rule 5: Make yourself look good online Take advantage of your anonymity I don't want to give the impression that the net is a cold, cruel place full of people who just can't wait to insult each other. As in the world at large, most people who communicate online just want to be liked. Networks -- particularly discussion groups -- let you reach out to people you'd otherwise never meet. And none of them can see you. You won't be judged by the color of your skin, eyes, or hair, your weight, your age, or your clothing. You will, however, be judged by the quality of your writing. For most people who choose to communicate online, this is an advantage; if they didn't enjoy using the written word, they wouldn't be there. So spelling and grammar do count. If you're spending a lot of time on the net and you're shaky in these areas, it's worth brushing up on them. There are plenty of books available, but you'll learn more -- and possibly have more fun -- if you take a course. If you're an older adult , you don't have to take a "bonehead grammar" course with a bunch of bored teenagers. Instead, look for courses on proofreading and copyediting; they usually cover the basic rules of grammar pretty thoroughly, and they'll be filled with motivated students who are there because they want to be. Check your local community college and university extension catalogs -- you'll be amazed at what they offer. A side benefit is that taking courses involves meeting people you can actually see. Know what you're talking about and make sense Pay attention to the content of your writing. Be sure you know what you're talking about -- when you see yourself writing "it's my understanding that" or "I believe it's the case," ask yourself whether you really want to post this note before checking your facts. Bad information propagates like wildfire on the net. And once it's been through two or three iterations, you get the same distortion effect as in the party game "Operator": Whatever you originally said may be unrecognizable. (Of course, you could take this as a reason not to worry about the accuracy of your postings. But you're only responsible for what you post yourself, not for what anyone else does with it.) In addition, make sure your notes are clear and logical. It's perfectly possible to write a paragraph that contains no errors in grammar or spelling, but still makes no sense whatsoever. This is most likely to happen when you're trying to impress someone by using a lot of long words that you don't really understand yourself. Trust me -- no one worth impressing will be impressed. It's better to keep it simple. Don't post flame-bait Finally, be pleasant and polite. Don't use offensive language, and don't be confrontational for the sake of confrontation. Q. Is swearing acceptable on the net? Only in those areas where sewage is considered an art form, e.g., the USENET newsgroup alt.tasteless. Usually, if you feel that cursing in some form is required, it's preferable to use amusing euphemisms like "effing" and "sugar." You may also use the classic asterisk filler -- for example, s***. The archness is somehow appropriate to the net, and you avoid offending anyone needlessly. And everyone will know exactly what you mean. Rule 6: Share expert knowledge Finally, after all that negativity, some positive advice. The strength of cyberspace is in its numbers. The reason asking questions online works is that a lot of knowledgeable people are reading the questions. And if even a few of them offer intelligent answers, the sum total of world knowledge increases. The Internet itself was founded and grew because scientists wanted to share information. Gradually, the rest of us got in on the act. So do your part. Despite the long lists of no-no's in this book, you do have something to offer. Don't be afraid to share what you know. It's especially polite to share the results of your questions with others. When you anticipate that you'll get a lot of answers to a question, or when you post a question to a discussion group that you don't visit often, it's customary to request replies by email instead of to the group. When you get all those

responses, write up a summary and post it to the discussion group. That way, everyone benefits from the experts who took the time to write to you. If you're an expert yourself, there's even more you can do. Many people freely post all kinds of resource lists and bibliographies, from lists of online legal resources to lists of popular UNIX books. If you're a leading participant in a discussion group that lacks a FAQ, consider writing one. If you've researched a topic that you think would be of interest to others, write it up and post it. See "Copyright in Cyberspace" on page 133 for a few words on the copyright implications of posting research. Sharing your knowledge is fun. It's a long-time net tradition. And it makes the world a better place. Rule 7: Help keep flame wars under control "Flaming" is what people do when they express a strongly held opinion without holding back any emotion. It's the kind of message that makes people respond, "Oh come on, tell us how you really feel." Tact is not its objective. Does Netiquette forbid flaming? Not at all. Flaming is a long-standing network tradition (and Netiquette never messes with tradition). Flames can be lots of fun, both to write and to read. And the recipients of flames sometimes deserve the heat. But Netiquette does forbid the perpetuation of flame wars -- series of angry letters, most of them from two or three people directed toward each other, that can dominate the tone and destroy the camaraderie of a discussion group. It's unfair to the other members of the group. And while flame wars can initially be amusing, they get boring very quickly to people who aren't involved in them. They're an unfair monopolization of bandwidth. Rule 8: Respect other people's privacy Of course, you'd never dream of going through your colleagues' desk drawers. So naturally you wouldn't read their email either. Unfortunately, a lot of people would. This topic actually rates a separate section. For now, here's a cautionary tale. I call it The case of the snoopy foreign correspondent In 1993, a highly regarded foreign correspondent in the Moscow bureau of the Los Angeles Times was caught reading his coworkers' email. His colleagues became suspicious when system records showed that someone had logged in to check their email at times when they knew they hadn't been near the computer. So they set up a sting operation. They planted false information in messages from another one of the paper's foreign bureaus. The reporter read the notes and later asked colleagues about the false information. Bingo! As a disciplinary measure, he was immediately reassigned to another position at the paper's Los Angeles bureau. The moral: Failing to respect other people's privacy is not just bad Netiquette. It could also cost you your job. Rule 9: Don't abuse your power Some people in cyberspace have more power than others. There are wizards in MUDs (multi-user dungeons), experts in every office, and system administrators in every system. Knowing more than others, or having more power than they do, does not give you the right to take advantage of them. For example, sysadmins should never read private email. Rule 10: Be forgiving of other people's mistakes Everyone was a network newbie once. And not everyone has had the benefit of reading this book. So when someone makes a mistake -- whether it's a spelling error or a spelling flame, a stupid question or an unnecessarily long answer -- be kind about it. If it's a minor error, you may not need to say anything. Even if you feel strongly about it, think twice before reacting. Having good manners yourself doesn't give you license to correct everyone else. If you do decide to inform someone of a mistake, point it out politely, and preferably by private email rather than in public. Give people the benefit of the doubt; assume they just don't know any better. And never be arrogant or self-righteous about it. Just as it's a law of nature that spelling flames always contain spelling errors, notes pointing out Netiquette violations are often examples of poor Netiquette.

PROPOSED SYLLABUS

Northern Arizona University College of Health and Human Services

School of Nursing Course Syllabus

General Information Name of College and College and Health and Human Service

Department: School of Nursing Course Prefix, Number & NUR 560

Title: Rural Theory and Health Policy Nursing Course Prefix, Number NUR 560 Semester Course Offered: All (Fall, Spring, Summer) Spring Credit Hours: 3 Credit Hours Instructor Name: Enid Rossi, Ed.D., MSN, RN Office Address: Northern Arizona University School of Nursing #207

(928)523-6716 Enid.Rossi@nau.edu

Office Hours: By appointment Course Prerequisites: NUR 510 (or may be taken as co-requisite) Course Description: Focuses on the unique characteristics and needs of rural communitiesy. and related Students will pproposed plans tfor addressing key issues within a collaborative partnership model. Current health care policy and team leadership are emphasized. Course Learning Outcomes: The successful student will be prepared to: Clinical Practice and Prevention •1. Within a collaborative partnership, dDesign and plan culturally responsive strategies in the

delivery of clinical prevention and health promotion services for a rural community. Communication •2. Collaborate and lead teams or partnerships in effective working relationships focused on the

addressing health needs of rural communities. Critical Reasoning •3. Utilize change and other self-selected theories to address the unique characteristics and health

needs of rural communities in order to develop, prioritize and plan prioritized community interventions.

Global Health •4. Address health equity and social justice issues to reduce health disparities for rural or at risk

communities.

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•5. Assume collaborative leadership in planning, implementing and evaluating culturally reinforcing health care services in rural or at risk communities.

Leadership •6. Analyze current health care policies in relation to underlying assumptions and the impact on

individuals, families and health care providers.

Professionalism and Professional Values •7. Analyze ethical dilemmas that are created by health and social policy decisions. Course Structure: This online course will allow for investigation, collaboration, and application of content from selected resources available to the student within the BBLearn course shell and from external sites. The content for this course will be delivered via three modules covering the topics of rural communities, health policy, and team leadership. Required Textbooks: Anderson, E. & McFarlane, J. (2008). Community as Partner: Theory and Practice in Nursing (5th ed.) . Philadelphia: Lippincott. Lee, H.J. & Winters, A., Eds. (2010). Rural Nursing: Concepts, theory and practice (3rd ed.). New York, NY: Springer Publishing Co. Shi, L. & Stevens, G.D. (2005). Vulnerable Populations in the United States. San Francisco, CA: Jossey-Bass. Sultz, H., & Young, K. (2011). Health Care USA (7th ed.). Boston: Jones & Bartlett. Course Content: Module I: Rural Health Theory and Rural Communities

• Introduction

• Rural Theory

• Rural Communities

• Vulnerable Populations

• Leadership Strategies in Rural Communities

Module II: Community Assessment and Planning

• Community Assessment

• Community Planning and Evaluation

Module III: Epidemiology

• Epidemiology Measurements

• Utilization of Epidemiological Information

Module IV: Health Care Financing

• Issues in American Health Care Delivery

• Government Role in Health Care Financing

Module V: Legislative Process and Rural Practice

• Ethics in Rural Practice

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• Rural Policy

• Nurses’ Role in Legislative Policy

• Rural Practice and Health Care Delivery Patterns

Assessment of Student Learning Outcomes: Discussion 20% Community Assessment 20% Assessment Team Project 30% Scholarly Paper (Legal/Ethics) 30% Assessment of learning is across the semester and grades will be earned as follows:

Activity Brief Description Frequency/Scheduling Total Possible Points

Module Reading Summaries

Brief reading summaries of module assignments addressing content and lingering questions

5 reading summaries during the first week of each module

15

Module Blog Discussions

Topical blog/ interactions across the 2-4 week duration of each module to address complex questions presented

ongoing conversations across the timeframe of each of the 5 modules

20

Community Assessment

Small group work to address community access to selected healthcare-related services in an assigned rural community.

2-part structured project that applies module topics to an assessment of an assigned rural community.

25

Health Policy in Rural Communities Paper

Individual synthesis/analysis of a selected health policy issue, including ethical implications, in an assigned rural community.

Final week 30

Self and peer evaluation

Structured assessment of self and group strengths, limitations, recommendations for improvement.

Final week 10

Total Course Points Possible

100

Letter grades will be assigned following the standard School of Nursing scale:

A = 93+ points B = 84-92 points C = 78-83 points ( a grade of “C” or above is a passing grade in this course). F = < 78 points

Grading System Letter grades will be assigned following the standard School of Nursing scale: A = 93-100 B = 84-92

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C = 78-83 F = < 78 Course policies: Important Notice: There is strict adherence to every part of the NAU Student Handbook and the NAU Graduate Nursing Student Handbook. Retests/Makeup tests: It is expected that module quizzes will be taken during the time scheduled. Illness or other reasons to delay testing should be brought up with the instructor prior to the closing date of any quiz. Rescheduling of an exam may be arranged for valid reasons such as illness or personal/family emergencies. Re-tests are not offered once a quiz is completed. Late assignments: ALL ASSIGNMENTS are to be submitted as scheduled. Late assignments will not be accepted unless prior approval is obtained. Please make sure to communicate with the instructor to re-negotiate assignment due dates in advance if delays are anticipated. Attendance Policy: Under NAU Policy, students are expected to engage in class and be prepared to participate in the activities and discussion. We believe active engagement will enrich the learning experience. Academic Dishonesty/Plagiarism: All forms of student academic dishonesty, including cheating, fabrication, facilitating academic dishonesty and plagiarism are prohibited and subject to disciplinary action. Cheating means intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise. Fabrication means intentional and unauthorized falsification or invention of any information or citation in an academic exercise. Plagiarism means intentionally or knowingly representing the words or ideas of another, as one's own in any academic exercise. For further explanation of academic dishonesty refer to the School of Nursing Graduate Student Handbook and Northern Arizona University Student Handbook. See the following document for additional policy statements: http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html