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NURS 603

Transforming Research Evidence into Practice

3 Units

Instructor: Kathleen Becker, DNP, ANP-BC, FNAP

E-mail: [email protected]

hoursTelephone:

Course Days:

TBA410.967.25Tuesday’s & Thursdays

I. Course Prerequisites or CorequisitesNURS 602 Research Methods

II. Catalogue DescriptionThis course is designed to prepare the advanced practice nursing leader to critically evaluate knowledge, research, and evidence for implementation of best practices in healthcare in order to deliver safe, ethical, culturally sensitive evidence-based care for patients in diverse settings

III. Course DescriptionThis course is designed to support the advance practice nurse leader in implementing and sustaining evidence-based practice within the clinical practice setting and organization. Students will learn to formulate a searchable clinical question; utilize technology to systematically search the literature; thoroughly review, appraise, and synthesize the scientific evidence; identify key themes as well as limitations and biases of the evidence; consider ethical implications related to the evidence; and describe nursing implications and recommendations for practice. The student will develop a draft of a potentially publishable manuscript that describes the state of the science, incorporating elements of an integrative review.

NURS 603 –Becker 8.26.19 Fall 2019 of 31

mailto:[email protected]

IV. Course ObjectivesObjectiv

e #Objectives

1 Utilize technologic resources to systematically search evidence databases related to clinical questions.

2 Systematically review scientific evidence for validity, reliability, methodology, ethical approaches, and practical application to a clinical issue/s.

3 Critically appraise and synthesize evidence, identifying themes, limitations, and biases, and make recommendations for practice in order to optimize health, minimize harm, improve outcomes, and enhance quality of life.

4 Integrate scientific evidence, patient preferences, and clinician expertise in the development of an evidence-based project.

5 Design implementation plans for the integration of an evidence-based clinical practice change that include the activities of quality improvement and outcomes measurement.

6 Develop for dissemination a state-of-the-science integrative review that informs practice and that encompasses safe, quality, ethical, and culturally sensitive evidence-based care.

V. Course Format/Instructional MethodsThe format of this course will be online, using both synchronous and asynchronous approaches. These approaches will include didactic instruction, seminar discussion, and watching additional materials in the form of videos or other media. Discussion boards and case vignettes will also be used to facilitate the students’ learning. Material from clinical practice will be used to illustrate the application of research to evidence-based practice. Confidentiality of material shared in class will be maintained. As class discussion is an integral part of the learning process, students are expected to come to class ready to discuss required reading and its application to theory and practice.

VI. Student Learning OutcomesStudent learning for this course relates to one or more of the following nine nursing core competencies:Nursing Core Competencies NURS 603 Course Objective

1 Scientific Foundation Competencies * 2, 3, 4, 52 Leadership 3, 4, 53 Quality 2, 3, 4, 54 Practice Inquiry 3, 4, 5, 65 Technology and Information Literacy 16 Policy 3, 67 Health Delivery System 58 Ethics 3, 69 Independent Practice


*Highlighted in this course

The following table explains the highlighted competencies for this course, the related student learning outcomes, and the method of assessment.

SCIENTIFIC FOUNDATION COMPETENCIESCompetencies/

Knowledge, Values, Skills

Student Learning Outcomes Method of Assessment

Family Nurse Practitioner competent in Scientific Foundation Competencies:

Integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings

Critically analyzes data and evidence for improving advanced nursing practice.

Discussion BoardPICOT PaperScientific Evidence SummaryState of the Science Paper

Integrates knowledge from the humanities and sciences within the context of nursing science.Translates research and other forms of knowledge to improve practice processes and outcomes.Develops new practice approaches based on the integration of research, theory, and practice knowledge.

QUALITY COMPETENCIESCompetencies/



Family Nurse Practitioner competent in Quality Competencies:Discusses methods, tools, performance measures, and standards related to quality, and applies quality principles within an organization.

Uses best available evidence to continuously improve quality of clinical practice.

Discussion BoardPICOT PaperScientific Evidence SummaryState of the Science PaperEvaluates the relationships

among access, cost, quality, and safety and their influence on health care.Evaluates how organizational structure, care processes, financing, marketing, and policy decisions impact the


quality of health care.Applies skills in peer review to promote a culture of excellence.Anticipates variations in practice and is proactive in implementing interventions to ensure quality.

PRACTICE INQUIRY COMPETENCIESCompetencies/



Family Nurse Practitioner competent in Practice Inquiry Competencies:Applies scholarship for evidenced-based practices within the practice setting, resolves practice problems, works as a change agent, and disseminates results.

Provides leadership in the translation of new knowledge into practice.

Discussion BoardSynchronous Class ParticipationPICOT PaperScientific Evidence SummaryState of the Science Paper

Generates knowledge from clinical practice to improve practice and patient outcomes.Applies clinical investigative skills to improve health outcomes.Leads practice inquiry, individually or in partnership with others.Disseminates evidence from inquiry to diverse audiences using multiple modalities.

TECHNOLOGY AND INFORMATION LITERACY COMPETENCIESCompetencies/



Family Nurse Practitioner competent in Technology and Information Literacy Competencies:Integrates and incorporates advances in technology within the practice setting, resolves practice problems, works as a change agent,

Integrates appropriate technologies for knowledge management to improve health care.

Discussion BoardPICOT PaperScientific Evidence SummaryState of the Science PaperTranslates technical and

scientific health information appropriate for various users’ needs. Assesses the patient and

caregiver’s educational needs to provide


and disseminates results. effective, personalized health care.

Coaches the patient and caregiver for positive behavioral change.

Demonstrates information literacy skills in complex decision-making.Contributes to the design of clinical information systems that promote safe, quality, and cost-effective care.Uses technology systems that capture data on variables for the evaluation of nursing care.

POLICY COMPETENCIESCompetencies/



Family Nurse Practitioner competent in Policy Competencies:Defends the ability of the advanced practice nurse to intervene at the system level through the policy development process and to employ advocacy strategies to influence health and health care.

Recognizes and manages personal values in a way that allows professional values to guide practice.

Discussion BoardSynchronous Class ParticipationState of the Science Paper

Advocates for ethical policies that promote access, equity, quality, and cost.Analyzes ethical, legal, and social factors influencing policy development.Contributes in the development of health policy.Analyzes the implications of health policy across disciplines.Evaluates the impact of globalization on health care policy development.

HEALTH DELIVERY SYSTEM COMPETENCIESCompetencies/




Family Nurse Practitioners competent in Health Delivery System Competencies: Explains how the advanced practice nurse applies and integrates broad, organizational, client centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations. As a member and leader of interprofessional health care system, the advanced practice nurse communicates, collaborates, and consults with other health professionals to manage and coordinate care

Applies knowledge of organizational practices and complex systems to improve health care delivery.

Discussion BoardSynchronous Class ParticipationPICOT PaperState of the Science Paper

Effects health care change using broad-based skills including negotiating, consensus building, and partnering.Minimizes risk to patients and providers at the individual and systems level.Facilitates the development of health care systems that address the needs of culturally diverse populations, providers, and other stakeholders.Evaluates the impact of health care delivery on patients, providers, other stakeholders, and the environment.Analyzes organizational structure, functions, and resources to improve the delivery of care.

ETHICS COMPETENCIESCompetencies/



Family Nurse Practitioner competent in Ethics Competencies: Integrates the highest level of moral principles and social policy when applying professional guidelines in the practice environment

Integrates ethical principles in decision-making.

Discussion BoardSynchronous Class PICOT PaperState of the Science Paper

Evaluates the ethical consequences of decisions.Applies ethically sound solutions to complex issues related to individuals, populations, and systems of care.


VII. Course Assignments, Due Dates, and Grading

Assignment Due Date % of Final Grade

PICOT Paper Week 6 25%

Scientific Evidence Summary Paper Week 11 25%State of the Science Paper Week 14 25%Discussion Board

Peer Review of PICOT PaperPeer Review of SES Paper

Weeks 2, 4, 7, 8, 12Week 5Week 10

15%

Class Discussion and Participation including peer critique Weekly 10%

Each of the major assignments is described below.

Assignment: Discussion Board and Peer Review (15% of Course Grade)The purpose of the discussion board (DB) is to encourage application and synthesis of the material presented in the module. It is a brief narrative that reflects your application of the concept discussed as well as lessons learned, midcourse corrections, and reflections. The posts should not be more than two paragraphs and approximately 200 to a maximum of 500 words. The post should be supported with one to two citations and students should include links to reference articles and other resource links as pertinent. Students are expected to respond to one peer’s DB post in a thoughtful and substantive manner. DB grading rubric is available in the course files.

Due: Weeks 2, 4, 7, 8, 12

Discussion Board 1: Identifying and defining the problem Discussion Board 2: Searching the evidenceDiscussion Board 3: Critical appraisal of the evidence—quantitativeDiscussion Board 4: Critical appraisal of the evidence—qualitative; Discussion Board 5: Interprofessional team assessment

Peer Review of Colleague’s PICOT- Week 5Peer Review of Colleague’s SES Paper- Week 10

This assignment relates to Student Learning Outcomes 1, 3, 4, 5, 6, 7, and 8.

Assignment: PICOT Paper (25% of Course Grade)Working in groups of 2, students will develop a four- to five-page, double-spaced paper using APA guidelines that presents background information and a brief literature review on a clinical topic of interest and why it is a compelling clinical problem. Please include the social determinants of health aspect/s of the problem. Using this background


information, the students will then pose a foreground, specific clinical question. This clinical question will be presented using the PICOT components of an answerable, searchable question. Identify the type of foreground question and describe the patient population/disease (P), intervention or issue of interest (I), comparison intervention or issue of interest (I), outcome (O), and time involved (T). Please attach the PICOT Worksheet and Search Strategy template available in the course files as an appendix. The grading rubric is available in the course files.

Due: Week 9

Assignment: Scientific Evidence Summary (SES) Paper (25% of Course Grade)Working in groups of 2, students will develop a four- six-page, double-spaced paper using APA guidelines to describe the search process, addressing search engines/databases, key terms, inclusion and exclusion criteria, the number of studies retained and reviewed, and brief summary of each study. Using the critical appraisal tools from the Joanna Briggs Institute (http://joannabriggs.org/research/critical-appraisal-tools.html) or the AGREE II for appraisal of clinical guidelines (http://www.nccmt.ca/resources/search/100), create an Evaluation Table Template. (“Evidence-based practice in nursing and healthcare: A guide to best practice,” pages 552 and 553).

This is a group assignment . Students , working in pairs of 2 will identify a total of 6 articles that are relevant to the PICOT question. Each student will critically analyze 4 articles independently and act as a second reviewer on the other 4 articles. The Scientific Evidence Table will be completed with these eight articles summarized. Attach this to your paper as an appendix (the appendix is not included in the paper limit of two pages). This table is a spreadsheet used to document the evidence for the SES synthesis. Constructing this table will assist in organizing and synthesizing the entire group of articles accumulated for the approved SES topic.

Due: Week 11

This assignment relates to Student Learning Outcomes 1, 3, 4, 5, and 7.

Assignment: State of the Science Integrative Review Paper (25% of Course Grade)

Working in your group of 2, the state of the science paper builds upon your previous course assignments. It should not exceed nine to ten pages excluding references and appendixes. Please describe the compelling clinical problem and why it is significant. You may wish to support this with incidence and prevalence data at the local, regional, national, and global level (if relevant). Describe the search process, addressing search engines/databases, key terms, inclusion and exclusion criteria, and the number of studies retained and reviewed. Synthesize the evidence into thematic areas of significance, combine and contrast findings, and provide your conclusion of the overall evidence. Comment on the limitations and gaps in the literature. Finally, describe the


http://www.nccmt.ca/resources/search/100

http://joannabriggs.org/research/critical-appraisal-tools.html)


nursing implications of your findings. Consider what the evidence directs you to do. What solution/solutions are supported by the evidence?

Students will also give a short presentation to the class regarding their paper.

Due: Weeks 9- 12

This assignment related to Student Learning Outcomes 1, 3, 4, 5, and 7.

Class Participation (10% of Course Grade)Students are expected to participate in synchronous discussions related to the assigned readings and to the asynchronous activities.

Class grades will be based on the following:Class Grades Final Grade

3.85–4.00 A 93–100 A3.60–3.84 A– 90–92 A–3.25–3.59 B+ 87–89 B+2.90–3.24 B 83–86 B2.60–2.89 B– 80–82 B–2.25–2.59 C+ 77–79 C+1.90–2.24 C 73–76 C

70–72 C–

Within the USC Suzanne Dworak-Peck School of Social Work, grades are determined in each class based on the following standards which have been established by the faculty of the School: (1) Grades of A or A- are reserved for student work which not only demonstrates very good mastery of content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have been demonstrated by the student. (2) A grade of B+ will be given to work which is judged to be very good. This grade denotes that a student has demonstrated a more-than-competent understanding of the material being tested in the assignment. (3) A grade of B will be given to student work which meets the basic requirements of the assignment. It denotes that the student has done adequate work on the assignment and meets basic course expectations. (4) A grade of B- will denote that a student’s performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations. (5) A grade of C would reflect a minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement. (6) Grades between C- and F will be applied to denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student’s performance on the assignment.

As a professional school, class attendance and participation is an essential part of your professional training and development at the USC Suzanne Dworak-Peck School of Social


Work. You are expected to attend all classes and meaningfully participate. For Ground courses, having more than 2 unexcused absences in class may result in the lowering of your grade by a half grade. Additional absences can result in additional deductions. For VAC courses, meaningful participation requires active engagement in class discussions and maintaining an active screen. Having more than two unexcused absences in class may result in the lowering of your grade by a half grade. Additional absences in the live class can result in additional deductions. Furthermore, unless directed by your course instructor, you are expected to complete all asynchronous content and activities prior to the scheduled live class discussion. Failure to complete two asynchronous units before the live class without prior permission may also lower your final grade by a half grade. Not completing additional units can result in additional deductions.


VIII. Required and Supplementary Instructional Materials and Resources

Required Textbooks:

Melnyk, B. M., Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer.

Recommended Guidebook for APA Formatting:American Psychological Association (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: American Psychological Association.

The Purdue OWL. Purdue U Writing Lab, 2019. Retrieved fromhttps://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Recommended Websites:

Agency for Healthcare Research and Quality (AHRQ). Evidence-Based Practice: Retrieved from http://www.ahrq.gov/research/findings/evidence-based-reports/index.html

National Institutes of Health Research Dissemination Center. Retrieved from

https://www.dc.nihr.ac.uk/ New York Academy of Medicine. Evidence-Based Medicine Resource Center:

Retrieved from www.ebmny.org/cpg.html

The Cochrane Collaboration: The Reliable Source of Evidence in Health Care: Retrieved from http://www.cochrane.org/

The Joanna Briggs Institute: Retrieved from http://joannabriggs.org/ Note: Additional required and recommended readings may be assigned by the instructor throughout the course.


http://joannabriggs.org/

http://www.cochrane.org/

http://www.ebmny.org/cpg.html

https://www.dc.nihr.ac.uk/

http://www.ahrq.gov/research/findings/evidence-based-reports/index.html%20

http://www.ahrq.gov/research/findings/evidence-based-reports/index.html%20

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Course OverviewWeek Content Assignments

1 Module 1: Importance of EBP Introduction to Clinical Research and Evidence-Based Practice (EBP): Bridging the Gap Between Practice and Research Domains in Advanced Nursing Practice

Definition of EBP Origin of EBP Steps of EBP process Framework for understanding EBP

No assignment this week

2 Module 2: Defining the Problem Problem definition Thinking creatively about the problem Methods to define and analyze the

problem

Discussion Board 1

3 Module 3: Description and Overview of PICOT

Description and overview of PICOT Definition of PICOT Posing a research question using

PICOT4 Module 4: Finding Evidence to Answer

Clinical Questions Choosing the best available

evidence/hierarchy of evidence Joanna Briggs Institute resources for

levels of evidence and critical appraisal

Databases and other resources for finding literature

Database search strategies for PICOT questions

Managing search process and citations

Discussion Board 2

5 Module 5: Clarifying Quantitative Research Designs and Descriptive Statistics

Research design Nonexperimental descriptive designs Descriptive statistics: central

tendency, dispersion, normal distribution, level of data

Correlational designs: Pearson product moment correlation

Peer review PICOT paper

6 Module 6: Quantitative Analytic Designs: Experimental, Quasi-Experimental, and

PICOT Paper


Observational Designs Causality Concepts to understand causality Overview of experimental designs Overview of quasi-experimental

designs Observational descriptive and analytic

designs 7 Module 7: Critical Appraisal of Quantitative

Research Evidence for Clinical Decision-Making and Practice

Preliminary questions Principles guiding appraisal of

quantitative studies Reliability, validity, significance of

findings Evaluation and synthesis Hierarchy of evidence applied

Discussion Board 3

8 Module 8: Appraisal of Qualitative Research: An Example of a Grounded Theory of Infertility and Inferential Statistics Review

Trustworthiness Authenticity Evaluation Synthesizing evidence in qualitative

studies Statistics: chi square and t-tests

Discussion Board 4

9 Module 9: Quantitative Analysis: ANOVA, Regression and Nonparametric review; Patient Attributes and Clinician Expertise

ANOVA, regression & multiple regression

Logistic regression Nonparametric and parametric

statistics Patient diversity, preferences, and

values Clinician expertise Clinical guidelines Databases and resources

Critical appraisal

Peer review of SES Paper

10

Module 10: Synthesis of the Evidence Concept, process, and components Systematic reviews Recommendations for clinical


guidelines for best practices Applications of research synthesis for

practice and research Writing integrative reviews Creating a summary table of research

articles Integrating and critiquing major

findingsSummarizing and synthesizing findings

11

Module 11: Ethics and evidence-based practice

Health as an ethical concept Ethical principles and nursing practice Ethical principles and nursing research Ethics and evidenced-based practice Healthcare disparities

Scientific Evidence Summary Paper

12

Module 12: EBP and Role of Outcomes and Quality Improvement

EBP and role of outcomes and quality improvement

QI process Systems; micro-meso-macro

Discussion Board 5

13

Module 13: Implementation and Innovation Interprofessional team Implementation Models of EBP implementation

14

Module 14: Fidelity, Adaptation and Sustainability of EBP

Fidelity and adaptation of the evidence

Sustaining practice changes based on research

State of the Science Integrative Review Paper

15

Module 15: Disseminating Evidence and Evidence-Based Practice Implementation Outcomes

Barriers to dissemination of EBP models of EBP implementation

Steps in developing a plan for dissemination

Diffusion of innovation and dissemination

Approaches to disseminating EBP


Study Days/No ClassesFinal Examinations


Course Schedule—Detailed DescriptionModule 1: Introduction to Clinical Research and Evidence-Based Practice

Month Date

TopicsIntroduction to clinical research and evidence-based practice: bridging the gap between practice and research domains in advanced nursing practice Definition of EBP Origin of EBP Framework for understanding EBP Importance of EBP Steps in EBP EBP challenges and barriers

This module relates to Course Objectives 2, 3, and 4.

Required Readings:1. Melnyk, B. M., & Fineout-Overholt, E. (2019). Making the case for evidence-based

practice and cultivating a spirit of inquiry: (pp. 7-31). In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer.

2. Stevens, K. R. (2013). The impact of evidence-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing, 18(2), Manuscript 4.

Recommended Readings:1. Tacia, L., Biskupski, E., Pheley, A. & Lehto, R. H. (2019). Identifying barriers to

evidence-based practice adoption: A focus group study. Clinical Nursing Studies, 3(2), 90–96.

2. Melnyk, B. M., Gallagher-Ford, L., Long, L. E. & Fineout-Overholt. E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and cost. Worldviews on Evidence-Based Nursing, 11 (1), 5–15.

3. Melnyk, B. M. (2014). New evidence-based practice competencies for practicing nurses and advance practice nurses: From development to real world implementation. Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/335683

Module 2: Defining the Problem Month Date

Topics Defining the problem; System 1 and System 2 thinking Creative and critical thinking approaches to problem definition


http://www.nursinglibrary.org/vhl/handle/10755/335683

Tools for defining and analyzing the problemo Kipling, challenge, five whys, root cause analysis, and problem statement

This module relates to Course Objectives 2, 3, 4, and 5.

Required Readings:1. Fineout-Overholt, E. & Stillwell, S.B. (2019). Asking compelling clinical questions

(pp. 33–54). In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer

2. U.S. Department of Health and Human Services Health Resources and Services Administration. Quality Improvement Methodology. Retrieved from https://www.hrsa.gov/quality/toolbox/methodology/redesigningasystemofcare/index.html

3. Kahneman, D. (2012). Of 2 minds: how fast and slow thinking shape perception and choice [excerpt]. Scientific American. Retrieved from https://www.scientificamerican.com/article/kahneman-excerpt-thinking-fast-and-slow/

Recommended Readings:

1. Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., Williamson, K. (2010). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61.

2. Melnyk, B. (2014) Speeding the translation of research into evidence-based practice and conducting projects that impact healthcare quality, patient outcomes and costs: The “so what” outcome factors. Worldview on Evidence-Based Nursing, 11(1), 3–4.

Module 3: Description and overview of PICOT: reading and understanding research reports using PICOT

Month Date

Topics Definition of PICOT Posing a research question using PICOT Hierarchy of research evidence and PICOT research evidence and PICOT


Required Readings:1. Fineout-Overholt, E. & Stillwell, S.B. (2019). Asking compelling clinical questions

(pp. 33–54). In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer


https://www.scientificamerican.com/article/kahneman-excerpt-thinking-fast-and-slow/

https://www.scientificamerican.com/article/kahneman-excerpt-thinking-fast-and-slow/

https://www.hrsa.gov/quality/toolbox/methodology/redesigningasystemofcare/index.html

https://www.hrsa.gov/quality/toolbox/methodology/redesigningasystemofcare/index.html

Recommended Readings:1. Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., Williamson, K. (2010).

Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61.

Module 4: Finding evidence for answering clinical questions Month Date

Topics Choosing the best available evidence/hierarchy of evidence Joanna Briggs Institute resources for levels of evidence and critical appraisal Databases and other resources for finding literature Database search strategies for PICOT questions Managing search process and citations


Required Readings:1. Hartzell, A.T. & Fineout-Overholt, E. (2019). Finding relevant evidence to answer

clinical questions: (pp. 55-92). In Melnyk, B.M., & Fineout-Overholt Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer

2. Melnyk, B. M., & Stevens, K.R. (2019, Critically appraising knowledge for clinical decision making: (pp. 109-123). In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer

Recommended Readings:1. U.S. Department of Health & Human Services. U.S. National Library of

Medicine PubMed Online Training: Retrieved from https://learn.nlm.nih.gov/rest/training-packets/T0042010P.html

Module 5: Clarifying Quantitative Research Designs and Descriptive Statistics

Month Date

Topics Clarifying quantitative research designs and descriptive statistics Research design Nonexperimental descriptive designs Descriptive Statistics: central tendency, dispersion, normal distribution, level of

data Correlational designs: Pearson product moment correlation

This module relates to Course Objectives 2 and 3.


https://learn.nlm.nih.gov/rest/training-packets/T0042010P.html

Required Readings:1. Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research (6th

ed.). China: Saunders. Chapter 8 Clarifying Quantitative Research Designs (pp. 200-247)and Chapter 11 Understanding Statistics in Research (pp. 319–343).

2. Bryer, J. (2014). Black parents’ beliefs, attitudes, and HPV vaccine intentions. Clinical Nursing Research, 23(4), 369–683. doi: 10.1177/1054773813487749.

3. De Santis, J. P., Hauglum, S. D., Deleon, D. A., Provencio-Vasquez, E., & Rodriquez, A. E. (2016). HIV risk perception, HIV knowledge, and sexual risk behaviors among transgender women in South Florida. Public Health Nursing, 34(3):210-218. doi: 10.1111/phn.12309

4. Trochim, W. M. (2008) The Research Methods Knowledge Base (2nd ed.). Retrieved from http://www.socialresearchmethods.net/kb/

5. Killam, N. (Jan 24, 2014). Measures of Central Tendency. Retrieved from https://www.youtube.com/watch?v=gYTwioS4mbo&app=desktop

6. Killam, N. (March 21, 2014) Normal Distribution. Retrieved from https://m.youtube.com/watch?v=HnMGKsupF8Q

7. Killam, N. (March 14, 2014) Level of Data. Retrieved from https://www.youtube.com/watch?v=LPHYPXBK_ks

8. Killam, N. (March 27, 2014) Correlation . Retrieved from https://m.youtube.com/watch?v=qUmmATEJdgM

Recommended Readings:1. Killam Campbell, C., Greenberg, R., Mankikar, D., & Ross, R. D. (2016). A case

study of environmental injustice: The failure in Flint. Int J Environ Res Public Health, 13(10), pii: E951.

2. Smith, D. K., Mendoza, M. C., Stryker, J. E., & Rose, C. E. (2016). PrEP awareness and attitudes in a national Survey of Primary Care Clinicians in the United States, 2009–2015. PLoS One 11 (6) , e0156592. doi: 10.1371/journal.pone.0156592. eCollection 2016

3. Spetz, J., Skillman, S. M., Andrilla, C. H. (2016). Nurse practitioner autonomy and satisfaction in rural settings. Med Care Res Rev. Jan 29. pii: 1077558716629584. [Epub ahead of print]

4. Strahan, B. E., & Elder, J. H. (2015). Video game playing effects on obesity in an adolescent with autism spectrum disorder: A case study. Autism Res Treat, Article ID 128365, 7 pages, 2015. doi:10.1155/2015/128365


https://www-ncbi-nlm-nih-gov.ezp.welch.jhmi.edu/pubmed/26825943


https://www.ncbi.nlm.nih.gov/pubmed?holding=jhumlib_fft_ndi&otool=jhumlib&term=A+Case+Study+of+Environmental+Injustice%3A+The+Failure+in+Flint

https://www.ncbi.nlm.nih.gov/pubmed?holding=jhumlib_fft_ndi&otool=jhumlib&term=A+Case+Study+of+Environmental+Injustice%3A+The+Failure+in+Flint

https://m.youtube.com/watch?v=qUmmATEJdgM

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

https://m.youtube.com/watch?v=HnMGKsupF8Q

https://www.youtube.com/watch?v=gYTwioS4mbo&app=desktop

http://www.socialresearchmethods.net/kb/

Module 6: Quantitative analytic designs: experimental, quasi-experimental, and observational

Month Date

Topics

Causality Concepts to understand causality Overview of experimental designs Overview of quasi-experimental designs Observational descriptive and analytic designs


Required Readings:1. Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research (6th

ed). China: Saunders. Chapter 8 and Chapter 14, Outcomes Research pp. 483–487.

2. Salmond, S. S. (2008). Randomized controlled trials: Methodological concepts and critique. Orthopedic Nursing, 27(2), 116–122.

3. Wilbur, J., Miller, A., Fogg, L., McDivitt, J., Castro, C.M., Schoeny, M.E., …Dancy, B.L. (2016). Randomized clinical trial of the women’s lifestyle physical activity program for African-American women: 24- and 48-week outcomes. American Journal of Health Promotion, 30(5), 335–345.

Recommended Readings:1. Dunbar et al. (2015). Randomized clinical trial of an integrated self-care

intervention for persons with heart failure and diabetics: Quality of life and physical functioning outcomes. Journal of Cardiac Failure, 21(9), 719–729.

2. Thiese, M. (2014). Observational and interventional study design types: An overview. Biochenia Medica, 24(2), 199–210.

3. Song, J. W. & Chung, K. C. (2010). Observational studies: Cohort and case-control studies. Plast Reconstr Surg. 126(6), 2234–2242.

Module 7: Critical appraisal of quantitative research evidence for clinical decision-making and practice

Month Date

Topics Preliminary questions Principles guiding appraisal of quantitative studies Reliability, validity, significance of findings Evaluation and synthesis Hierarchy of evidence applied



Required Readings:1. O’Mathuna, D.P., & Fineout-Overholt, E. (2019 Critically appraising quantitative

evidence for clinical decision making: (pp. 124—188). In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer

2. Hozak, N. (June 27, 2014) Internal Validity. Retrieved from https://www.youtube.com/watch?v=_UPUtlHDM0A

3. The Joanna Briggs Institute (2017). Critical appraisal tools. Retrieved from (http://joannabriggs.org/research/critical-appraisal-tools.html)

Module 8: Appraisal of qualitative research: An example of a grounded theory of infertility and inferential statistics review

Month Date

Topics Critical appraisal for qualitative research evidence for practice Trustworthiness Authenticity Evaluation Synthesizing evidence in qualitative studies Statistics for quantitative designs: chi square and t-tests


Required Readings:1. Meadows-Oliver,M., (2019). Critically appraising qualitative evidence for clinical

decision making: (pp. 189-218) In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer.

2. Grove, S. K., Gray, J. R., & Burns, N. (2019). Understanding nursing research. St. Louis, MO: Elsevier. Chapter 11, Understanding Statistics, pp. 347–351.

3. Olshansky, E. F. (1987). Identity of self as infertile: An example of theory-generating research. ANS, 9(2), 54–63.

Recommended Readings:1. Kent State University (June 1, 2017). SPSS Tutorials: chi-square test of

independence. Retrieved from http://libguides.library.kent.edu/SPSS/ChiSquare

2. Kent State University (June 1, 2017). SPSS Tutorials: crosstabs. Retrieved from http://libguides.library.kent.edu/SPSS/Crosstabs


http://libguides.library.kent.edu/SPSS/Crosstabs

http://libguides.library.kent.edu/SPSS/ChiSquare



https://www.youtube.com/watch?v=_UPUtlHDM0A

3. Kent State University (June 1, 2017). SPSS Tutorials: independent T tests. Retrieved from http://libguides.library.kent.edu/SPSS/IndependentTTest

4. Kent State University (June 1, 2017). SPSS Tutorials: paired sample T tests. Retrieved from http://libguides.library.kent.edu/SPSS/PairedSamplestTest

5. Lassetter, J. H., Clark, L., Morgan, S. E., Brown, L. B., CanServellen, G., Duncan, K., & Hopkins, E. S. (2014). Health literacy and obesity among Native Hawaiian and Pacific Islanders in the United States. Public Health Nursing, 32(1), 15–23.

6. Jeanfreu, S. G. & Jack, L. (2010). Appraising qualitative research in health education: Guidelines for public health educators. Health Promot Practice, 11(5), 612–617.

Module 9: Quantitative analysis: ANOVA, regression, and nonparametric review; Patient attributes and clinician expertise

Month Date

Topics Describe ANOVA, regression, and multiple regression Differentiate multiple regression from logistic regression Contrast nonparametric statistics from parametric statistics Identify examples of nonparametric statistics Evidence-based decision making; patient centered care and outcomes research Evidence-based Practice Guidelines AGREE II Appraisal tool

This module relates to Course Objective 2 and 3.

Required Readings:1. Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research. St.

Louis, MO: Elsevier. Chapter 11, Understanding Statistics, pp. 344–346, 351–352.

2. Kent State University (June 1, 2017). SPSS Tutorials: one way anova. Retrieved from http://libguides.library.kent.edu/SPSS/OneWayANOVA

3. Longstreet, D. (February 5, 2012). An introduction to linear regression analysis. Retrieved from https://www.youtube.com/watch?v=zPG4NjIkCjc

4. Tutor, A. (December 26, 2013). Parametric vs nonparametric statistics. Retrieved from https://www.youtube.com/watch?v=3bcYLj11uME

5. Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Chapter 7 & 8, 171-201.

Module 10: Synthesis of the Evidence Month Date


https://www.youtube.com/watch?v=3bcYLj11uME

https://www.youtube.com/watch?v=zPG4NjIkCjc

http://libguides.library.kent.edu/SPSS/OneWayANOVA

Topics Synthesis of the evidence Concept, process, and components Systematic reviews Recommendations for clinical guidelines for best practices Applications of research synthesis for practice and research Writing integrative reviews Creating a summary table of research articles Integrating and critiquing major findings Summarizing and synthesizing findings


Required Readings:

1. Holly, C., Salmond, S. W., & Saimbert, M. K. (2017).Comprehensive systematic review for advanced nursing practice (1st ed.). Chapter 2, Steps in the systematic review process, pp. 17–38

2. Holly, C., Salmond, S. W., & Saimbert, M. K. (2017).Comprehensive systematic review for advanced nursing practice (1st ed.). Chapter 1, Systematic review as a basis for Evidence-Based Practice, pp. 3–15

3. Rubin, A., & Bellamy, J. (2012). Practitioner’s guide to using research for evidence-based practice (2nd ed.). Chapter 8, Critically appraising systematic reviews and meta-analyses, pp. 177–212.

Recommended Readings:

1. Kaiser Permanente, Academy of Evidence Based Practice, Integrative Reviews. Retrieved from http://www.academyebp.org/integrative-reviews

2. Norris Medical Library, Health Sciences Systematic Review Guide. Retrieved from https://libguides.usc.edu/healthsciences/systematicreviews

3. Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546–553.

Module 11: Ethics and evidenced-based practice Month Date

Topics Health as an ethical concept Ethical principles and nursing practice Ethical principles and nursing research Ethics and evidenced based practice


https://libguides.usc.edu/healthsciences/systematicreviews

http://www.academyebp.org/integrative-reviews

Healthcare disparities

This module relates to Course Objectives 2, 3 and 6.

Required Readings:1. O’Mathuna D.P. (2019). Ethical consideration for evidence implementation and

evidence generation: (pp. 681-699). In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer

Recommended Readings:1. Baumann, S. L. (2010). The limitations of evidenced-based practice. Nursing

Science Quarterly, 23(3), 226–230.

2. Kub, J. (2017). Public health ethics and social justice in the community. In C. Robichaux, Ethical competence in nursing practice (pp. 209–232).

This module relates to Course Objective 5 and 6.

Required Readings:1. Alexandrov, A.W. Brewer, T.L., & Brewer, B.B. . (2019). The role of outcomes and

quality improvement in enhancing and evaluating practice changes: (pp. 293-312) In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer.

2. Melnyk, B. M. (2015). Transforming quality improvement into evidence-based quality improvement: A key solution to improve healthcare outcomes. Worldviews on Evidence-Based Nursing, 12(5), 251–252.

Module 13:Implementation and innovation Month Date

Topics Innovation Implementation Models of EBP implementation

This module relates to course objectives 5 and 6.


Module 12: EBP, outcomes, and quality improvement Month Date

Topics EBP and role of outcomes and quality improvement

o QI processo Systems; micro-meso-macroo Interprofessional team

Required Readings:1. Malloch, K. & Porter-O’Grady, T. (2019). Innovation and evidence: A partnership in

advancing best practice and high-quality care: (pp. 355-376). In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer

2. Dang, D., Melnyk, B.M. Fineout-Overholt, E. Yost, J., Cullen, L., Cvach, M………..Stevens, K.R. (2019). Models to guide implementation and sustainability of evidenced-based practice: ( pp. 355-427). In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer

3. Schaffer, M. A., Sandau, K. E., & Diedrick, L. (2013). Evidence-based practice models for organizational change: Overview and practical applications. Journal of advanced nursing, 69(5), 1197–1209.

Recommended Readings:1. Substance Abuse and Mental Health Services Administration (September 30,

2016). Applying the strategic prevention framework step 4: Implement. Retrieved from https://www.samhsa.gov/capt/applying-strategic-prevention-framework/step4-implement

2. Carvalho, M. et al. (2013). Balancing fidelity and adaptation: Implementing evidence-based chronic disease prevention programs. J Public Health Manag Pract, 19(4), 348–356.

Module 14: Fidelity, Adaptation and Sustainability of EBP Month Date

Topics Combining innovation and evidence Models for implementation of practice changes Emphasizing EBP in individuals, teams, organizations


Required Readings:1. Melnyk, B. M., & Fineout-Overholt, E. (2019). Creating a vision and motivating a

change to evidence-based practice in individuals, teams, and organizations; (pp. 428-445). In Melnyk, B.M., & Fineout-Overholt E. Editors, Evidence-based practice in nursing and healthcare: A guide to best practice (4rd ed.). Philadelphia, PA: Wolters Kluwer.

Module 15: Disseminating evidence and evidenced-based practice implementation outcomes

Month Date

Topics


https://www.samhsa.gov/capt/applying-strategic-prevention-framework/step4-implement

https://www.samhsa.gov/capt/applying-strategic-prevention-framework/step4-implement

Barriers to dissemination of EBP Steps in developing a plan for dissemination Diffusion of innovation and dissemination Approaches to disseminating EB

This module relates to Course Objective 6.

Required Readings:1. Betz, C.L., Smith, K.A., Melnyk, B. M., & Tassa, T. (2019). Disseminating evidence

through publications, presentations, health policy briefs, and the media. Chapter 20, pp. 547-597.

Recommended Readings:1. Melnyk, B. M. (2016). Disseminating evidence by turning presentations into

publications: Key strategies for success. Worldview of Evidence-Based Nursing, 13(4), 259–260.

Study Days/No Classes Month Date

Final Examinations Month Date


University Policies and Guidelines

IX. ATTENDANCE POLICY

Students are expected to attend every class and to remain in class for the duration of the unit. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by email ([email protected] ) of any anticipated absence or reason for tardiness.

University of Southern California policy permits students to be excused from class for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.

Please refer to Scampus and to the USC School of Social Work Student Handbook for additional information on attendance policies.

X. ACADEMIC CONDUCT

Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards” https://policy.usc.edu/scampus-part-b/. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct.

XI. SUPPORT SYSTEMS

Student Counseling Services (SCS) – (213) 740-7711 – 24/7 on callFree and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention. engemannshc.usc.edu/counseling

National Suicide Prevention Lifeline – 1 (800) 273-8255Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. www.suicidepreventionlifeline.org

Relationship and Sexual Violence Prevention Services (RSVP) – (213) 740-4900 – 24/7 on callUSC Student Health Sexual Assault & Survivor Support: https://studenthealth.usc.edu/sexual-assault/Free and confidential therapy services, workshops, and training for situations related to gender-based harm.

Sexual Assault Resource CenterFor more information about how to get help or help a survivor, rights, reporting options, and additional resources, visit the website: sarc.usc.edu


http://sarc.usc.edu/

https://studenthealth.usc.edu/sexual-assault/

http://www.suicidepreventionlifeline.org/

https://engemannshc.usc.edu/counseling

http://policy.usc.edu/scientific-misconduct/

https://policy.usc.edu/scampus-part-b/

mailto:[email protected]

Office of Equity and Diversity (OED)/Title IX Compliance – (213) 740-5086equity.usc.edu , titleix.usc.eduInformation about how to get help or help a survivor of harassment or discrimination, rights of protected classes, reporting options, and additional resources for students, faculty, staff, visitors, and applicants. The university prohibits discrimination or harassment based on the following protected characteristics: race, color, national origin, ancestry, religion, sex, gender, gender identity, gender expression, sexual orientation, age, physical disability, medical condition, mental disability, marital status, pregnancy, veteran status, genetic information, and any other characteristic which may be specified in applicable laws and governmental regulations.

Bias Assessment Response and SupportUSC Policy Reporting to Title IX: https://policy.usc.edu/reporting-to-title-ix-student-misconduct/ Incidents of bias, hate crimes and micro aggressions need to be reported allowing for appropriate investigation and response.

The Office of Disability Services and Programs dsp.usc.eduSupport and accommodations for students with disabilities. Services include assistance in providing readers/notetakers/interpreters, special accommodations for test taking needs, and assistance with architectural barriers, assistive technology, and support for individual needs.

USC Support and Advocacy (USCSA) – (213) 821-4710Assists students and families in resolving complex issues adversely affecting their success as a student EX: personal, financial, and academic. studentaffairs.usc.edu/ssa

Diversity at USC Information on events, programs and training, the Diversity Task Force (including representatives for each school), chronology, participation, and various resources for students. diversity.usc.edu

USC Emergency Informationdps.usc.edu, emergency.usc.eduEmergency assistance and avenue to report a crime. Latest updates regarding safety, including ways in which instruction will be continued if an officially declared emergency makes travel to campus infeasible.

USC Department of Public Safety - UPC: (213) 740-6000, HSC: (323) 442-120 – 24/7 on call dps.usc.eduNon-emergency assistance or information.

XII. ADDITIONAL RESOURCES

Students enrolled in the Virtual Academic Center can access support services for themselves and their families by contacting Perspectives, Ltd., an independent student assistance program offering crisis services, short-term counseling, and referral 24/7. To access Perspectives, Ltd., call 800-456-6327.


http://dps.usc.edu/

http://emergency.usc.edu/

http://dps.usc.edu/

https://diversity.usc.edu/

https://studentaffairs.usc.edu/ssa/

http://dsp.usc.edu/

https://policy.usc.edu/reporting-to-title-ix-student-misconduct/

http://equity.usc.edu/

XIII. STATEMENT ABOUT INCOMPLETES

The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a documented illness or some other emergency occurring after the 12th week of the semester. Students must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be instituted by the student and agreed to be the instructor and reported on the official “Incomplete Completion Form.”

XIV. POLICY ON LATE OR MAKE-UP WORKPapers are due on the day and time specified. Extensions will be granted only for extenuating circumstances. If the paper is late without permission, the grade will decrease 10% each day it is late up to 5 days (example- 3 days late results in an automatic 30% deduction from the grade). After the 5th day the late paper will receive an automatic 0.

XV. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTSIt may be necessary to make some adjustments in the syllabus during the semester in order to respond to unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students both verbally and in writing.

XVI. CODE OF ETHICS FOR NURSESEthics is an integral part of the foundation of nursing. Nursing has a distinguished history of concern for the welfare of the sick, injured, and vulnerable and for social justice. This concern is embodied in the provision of nursing care to individuals and the community. Nursing encompasses the prevention of illness, the alleviation of suffering, and the protection, promotion, and restoration of health in the care of individuals, families, groups, and communities. Nurses act to change those aspects of social structures that detract from health and well-being. Individuals who become nurses are expected not only to adhere to the ideals and moral norms of the profession but also to embrace them as a part of what it means to be a nurse. The ethical tradition of nursing is self-reflective, enduring, and distinctive. A code of ethics makes explicit the primary goals, values, and obligations of the profession.

The Code of Ethics for Nurses serves the following purposes:

• It is a succinct statement of the ethical obligations and duties of every individual who enters the nursing profession.

• It is the profession’s nonnegotiable ethical standard.• It is an expression of nursing’s own understanding of its commitment to society.

There are numerous approaches for addressing ethics; these include adopting or subscribing to ethical theories, including humanist, feminist, and social ethics, adhering to ethical principles, and cultivating virtues. The Code of Ethics for Nurses reflects all of these approaches. The words ethical and moral are used throughout the Code of Ethics. “Ethical” is used to refer to reasons for decisions about how one ought to act, using the abovementioned approaches. In general, the word moral overlaps with ethical but is more aligned with personal belief and cultural values. Statements that describe activities and attributes of nurses in this Code of Ethics are to be understood as normative or prescriptive statements expressing expectations of ethical behavior.

The Code of Ethics for Nurses uses the term patient to refer to recipients of nursing care. The derivation of this word refers to “one who suffers,” reflecting a universal aspect of human existence. Nonetheless, it is recognized that nurses also provide services to those seeking health as well as those responding to illness, to students and to staff, in health care facilities as well as in communities. Similarly, the term practice refers to


the actions of the nurse in whatever role the nurse fulfills, including direct patient care provider, educator, administrator, researcher, policy developer, or other. Thus, the values and obligations expressed in this Code of Ethics apply to nurses in all roles and settings.

The Code of Ethics for Nurses is a dynamic document. As nursing and its social context change, changes to the Code of Ethics are also necessary. The Code of Ethics consists of two components: the provisions and the accompanying interpretive statements. There are nine provisions. The first three describe the most fundamental values and commitments of the nurse; the next three address boundaries of duty and loyalty, and the last three address aspects of duties beyond individual patient encounters. For each provision, there are interpretive statements that provide greater specificity for practice and are responsive to the contemporary context of nursing. Consequently, the interpretive statements are subject to more frequent revision than are the provisions.

Additional ethical guidance and detail can be found in ANA or constituent member association position statements that address clinical, research, administrative, educational, or public policy issues.

Code of Ethics for Nurses with Interpretive Statements provides a framework for nurses to use in ethical analysis and decision-making. The Code of Ethics establishes the ethical standard for the profession. It is not negotiable in any setting nor is it subject to revision or amendment except by formal process of the House of Delegates of the ANA. The Code of Ethics for Nurses is a reflection of the proud ethical heritage of nursing, a guide for nurses now and in the future.

XVII. ACADEMIC DISHONESTY SANCTION GUIDELINESSome lecture slides, notes, or exercises used in this course may be the property of the textbook publisher or other third parties. All other course material, including but not limited to slides developed by the instructor(s), the syllabus, assignments, course notes, course recordings (whether audio or video) and examinations or quizzes are the property of the University or of the individual instructor who developed them. Students are free to use this material for study and learning, and for discussion with others, including those who may not be in this class, unless the instructor imposes more stringent requirements. Republishing or redistributing this material, including uploading it to web sites or linking to it through services like iTunes, violates the rights of the copyright holder and is prohibited. There are civil and criminal penalties for copyright violation. Publishing or redistributing this material in a way that might give others an unfair advantage in this or future courses may subject you to penalties for academic misconduct.

XVIII. COMPLAINTSPlease direct any concerns about the course with the instructor first. If you are unable to discuss your concerns with the instructor, please contact the faculty course lead. Any concerns unresolved with the course instructor or faculty course lead may be directed to the student’s advisor and/or the Chair of your program.

Tips for Maximizing Your Learning Experience in this Course (Optional)

Be mindful of getting proper nutrition, exercise, rest and sleep! Come to class. Complete Required Readings: and assignments BEFORE coming to class. BEFORE coming to class, review the materials from the previous Unit AND the current

Unit, AND scan the topics to be covered in the next Unit. Come to class prepared to ask any questions you might have. Participate in class discussions.


AFTER you leave class, review the materials assigned for that Unit again, along with your notes from that Unit.

If you don't understand something, ask questions! Ask questions in class, during office hours, and/or through email!

Keep up with the assigned readings.

Don’t procrastinate or postpone working on assignments.


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