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Quarter: Time: Units: Prerequisite: Room:
Fall 2011 Every other Wednesdays 3:00 - 5:00 PM (Oct 5, 19 and Nov 2, 16, 30) 1 (Lecture/Seminar 10 hours) Successful completion of N241A Cole Hall, CL 211-214, and seminar rooms as assigned
Faculty of Record:
Kathleen Dracup, RN, DNSc, FNP, CNS N611E Office Hours Wednesdays 12:00-3:00 PM or by appointment email: firstname.lastname@example.org Maria O’Rourke, RN, DNSc, FAAN, FAAHC
Teaching Assistants: Linda Park, RN, MS, NP (Linda.Park@ucsf.edu) Jim Stotts, RN, MS, CNS (James.Stotts@ucsf.edu)
Course Description: This course provides students the opportunity to view their particular advanced practice nursing role in the larger context of advanced nursing practice. The goal of the course is to use appropriate theories as the basis for discussing current organizational, economic, political, legal, and regulatory factors and trends that influence advanced nursing practice in various settings. Critical leadership and professional skills for APNs are also discussed. Course Objectives: At the completion of the course, you will be able to: 1. Compare key concepts of five theories (e.g., role, organization, communication, leadership, and change) as the basis for implementing the APN role. 2. Identify appropriate theories as a framework for discussing topics or issues critical to advanced nursing practice and roles (e.g., organizational structures, health care reform, intraprofessional and interprofessional issues, legal and regulatory issues, and reimbursement and fiscal impact). Specific theories discussed will be communication, organization/systems, and change. 3. Identify and discuss strategies to promote advanced nursing practice competencies (e.g., leadership, communication, and collaboration). 4. Discuss the key essentials for advanced nursing practice and roles (e.g., licensure, certification, APN competencies and scope of practice, and standardized procedures). Required Text: Hamric, A. B., Spross, J. A., & Hanson, C. M. (2009). Advanced nursing practice: An integrative approach, 4th ed. St. Louis, MO: Elsevier Saunders. Recommended Readings and Resources: American Psychological Association (2010). Concise rules of APA style (6th edition). Washington, DC: American Psychological Association. Borkowski, N. (2011). Organizational behavior in health care. Sudbury, MA: Jones and Bartlett Publishers. Lecture Specific Readings: Specific readings for each week are listed and available on Moodle.
Special Accommodations: Students with disabilities needing reasonable accommodations are encouraged to contact the instructor. The Office of Student Life is available to assist with the reasonable accommodations process. Class Participation: You are expected to attend all class meetings or view it (if available) online if unable to attend. Participation in group discussions is mandatory. The class will be an electronic-free zone (i.e., please don't use computers while in Cole Hall or CL 211-14). Please turn pagers and cell phones to vibrate during class. Seminar Discussions: There are 3 classes that will include breakouts to discussion groups. Seminar discussions either follow (Oct. 19, Nov. 30) or preceed (Nov. 14) lectures. Work products of seminar discussions are completed either in groups (Oct. 19 & Nov. 30) or individually (Nov 14). For seminars on Oct. 19 and Nov. 30 (discussion groups following Dr. Dracup’s lectures): The group must assign individuals to the roles of facilitator, time keeper, observer, and scribe. The group will be required to address a specific question that will be distributed later. The group scribe will be required to post on Moodle a brief summary of the discussion by the following day (Oct. 23 and Dec. 4 by 10 PM) for group members to receive credit. The summary must include a list of the students that participated in the group. For seminar on Nov. 16 (discussion group prior to Dr. O’Rourke’s lecture): Questions posed on the Seminar Webcast Assignment Form should be used to guide discussion in the group seminar. The form will be available on Moodle. The questions will be discussed in discussion groups, however each student is required to submit individual responses to each question on Moodle by 10 PM on Nov. 20. The format for submitting your responses will be via a discussion board. Postings must include the student’s name. Commentary by Dr. O’Rourke in response to student postings will occur through the end of the fall quarter. Non completion of the Seminar Webcast Assignment will result in no credit even if discussion group or class is attended. Refer to further instructions on completing required readings and webcast prior to class on Nov. 16 on Moodle. Article Review Learning Activity (following Dr. O’Rourke’s lecture of Nov 2): Complete the Article Review Learning Activity and post individual responses on Moodle by 10:00 PM on Nov 6. This is an individual assignment in response to 1 of the 2 articles that are available on Moodle. Postings should be made on the discussion board. Postings must include the student’s name. Postings without the student’s name will not be counted for credit even it submitted by the deadline.
Professional Role Development Guide (PRDG) Assessment (prior to Dr. O’Rourke’s lecture on Nov 16): The PRDG is an assessment of perceived competence in aspects of professional roles in nursing. It is used as a guide for individual professional role development. Each student is required to complete this online assessment no later than 10:00 PM on Nov. 15 so that results can be posted and used for class on Nov. 16. Students are
expected to use the PRDG results as a basis for self reflection and discussion of the required reading and Webcast during the seminar prior to lecture. This should be the second time the student has taken the PRDG. The first assessment was done reflecting on one’s competence in a current or recent role (manager, clinician, educator, or researcher) the student occupied at the time of the assessment. This second PDRG assessment should be completed from the perspective of a student APN. Ask yourself the question: If you were to use these behaviors right now as an APN student, how would you rate your level of professional role expertise? Students who did not complete the first assessment should simply complete the assessment from the perspective of a student APN. Non completion of the PRDG or the Learner Assessment will result in no credit for the PRDG or the seminar even if attended. You will receive an email to remind you to bring the results of your previous current PRDG to class on Nov. 2 as a hard copy or in computer version. Review your assessment and reflect on how these behaviors apply to you as an advanced practice student. No credit will be given for assessments completed after Nov. 15 at 10:00 PM. The PRDG and instructions will be available online after Nov. 2. After completion students should print and bring the assessment guide to seminar on Nov. 16. Learner Assessment: You will find a Learner Assessment form regarding the PRDG Assessment. Please complete this form and submit on Moodle by 10 PM on Nov. 20. Non completion of the PRDG or the Learner Assessment will result in no credit for the PRDG or the seminar even if attended. Course Evaluation (5 points): At the end of the quarter, you will receive an email request from the School of Nursing CoursEval (http://soneval.ucsf.edu/crseval.htm). Please reply promptly. We believe that evaluations are part of your professional responsibility; therefore we have assigned 5 points of your course grade to this criterion. (We receive a list of all the students who have completed an online evaluation; however there is no link between responses on the evaluation and your name.)
Course Points: Requirement Points 50 30 15 5 100
Written paper Group seminar assignments Oct 19, Nov 16 and Nov 30 (10 each) Professional Role Development Guide (PRDG), discussion board postings, & Learner Assessment completion Course evaluation Total:
Your Course Grade points: 90-100 = A 80-89 = B 70-79 = C 60-69 = D
General Guidelines for Final Paper: 1. Requests for the written assignment to be submitted after the due date and time must be addressed to Dr. Dracup. If you have not been given an extension before the due date, there will be a 10% point reduction for every day an assignment is late. 2. Use APA format (APA Manual, 6th edition) for text, citations and references. 3. Evidence of plagiarism will mean failure of the assignment and can be grounds for dismissal from the School of Nursing. Plagiarism is using other people’s words without quotation and citation, and using another person’s ideas without citation. 5. Check your work using TurnItIn. a. If you do not already have student access, go to Moodle (https://moodle.ucsf.edu/course/view.php?id=879 ), click on TurnItIn Student Access, and set up an account / profile. b. You may use multiple submissions to TurnItIn, using the same paper title for each of your resubmissions. c. Submit only your final copy to the Moodle course site for the final paper. Final Paper: Theoretical bases for problem-solving or organizational change (50 points) Due December 4, 2011 by 10 PM. Papers must be submitted online through Moodle. Purpose: This assignment gives you the opportunity to develop the part of your comprehensive exam that addresses the role of an advanced practice nurse. (Comp Exam handbook - http://nurseweb.ucsf.edu/www/images/04comphdbk.pdf) 1. Length 800 to 1000 words (not including references, tables or figures). a. Select the format you might use for your comprehensive exam (e.g., critical literature review, problem solving proposal, or research proposal). Indicate your chosen format on the title page. b. Use APA format for text, citations and for references if you use someone’s words or ideas or verbatim definitions or content. (Indicate if you are using the 5th or 6th edition of the APA Manual.) c. Use third-person format. d. Guidelines for this paper include: 1) First paragraph: a) if your comprehensive exam is a critical literature review or problem solving proposal: identify and introduce the topic, issue, or problem and provide a brief description of its significance b) if your comprehensive exam is a research proposal: provide a brief description of the proposed study aims and research questions 2) Remainder of the paper: a) if your comprehensive exam is a critical literature review: interpret and discuss practice implications for the APN b) if your comprehensive exam is a problem solving proposal: describe the responsibilities and functions of individuals significant to the problem, including the roles and responsibilities of the APN c) if your comprehensive exam is a research proposal: argue the practical and theoretical importance of the value of the potential study findings to advanced nursing practice, e.g., how the study’s findings affect or influence APN practice, or justification of APN practice in an emerging practice setting 2. Grading criteria: Quality of writing (20 points) 20 pts: Organization is coherent, with consistent and effective transitions; demonstrates excellent use of language; follows instructions for paper (e.g., APA format, word count, etc.) 15 pts: Organization is mostly coherent, with transitions that are usually smooth; demonstrates good control of language but may occasionally be simplistic or clichéd; multiple minor errors in grammar, usage, and mechanics 10 pts: Limited coherence in organization; transitions often missing or awkward; limited control of language, with frequent simplistic or clichéd language; numerous errors in grammar, usage, and mechanics; does not follow key guidelines above
5 pts: Little coherence in organization; most sentences poorly connected; a pervasive pattern of errors in grammar, usage, and mechanics Significance to advanced nursing practice (10 points) 10 pts: Clearly addresses significance and evidence to advanced nursing practice 5 pts: Partially addresses significance and evidence to advanced nursing practice 0 pts: Significance and evidence are not suitable or applicable to advanced nursing practice Creativity/critical thinking (20 points) 20 pts: Clear and specific assertions, concrete evidence and persuasive support; uses appropriate, reliable sources which are assessed critically 15 pts: Appropriate assertions, supported by concrete evidence and persuasive support for most assertions; uses reliable sources that are not always assessed critically 10 pts: Vague or lacking focus; supports are tangential and/or simplistic; resources may not be reliable and are used uncritically 5 pt: Lacks supporting detail; uses weak evidence, limited resources, and generalizations
Class Agendas & Assignment Deadlines:
DATE October 5 Week 1 October 19 Week 2 Theory Introduction to Course Challenges to the Nursing Profession Communication Theory Discussion Groups October 23 November 2 Week 3 Activity/Speaker Kathleen Dracup Room Cole Hall
Kathleen Dracup Student Groups
Cole Hall See seminar room list
Group discussion answers must be submitted on Moodle by 10 PM Professional Role Clarity and Maria O’Rourke Competency: The Foundation for 2 hour class Leadership and Professional Practice by the APN No Seminar *PRDG available online after Nov. 2 lecture for completion by Nov. 15 Complete Article Review Learning Activity and post on Moodle by 10 PM Complete online PRDG by 10 PM Professional Role Clarity and Competency : The Basis of Practice Excellence and Patient Safety Discussion Groups Please note: Discussion Groups will be held from 3-4 PM; class will be from 4-5 PM Maria O’Rourke Cole Hall CL211-212 CL213-214
November 6 November 15 November 16 Week 4
Individual student assignments and focused dialogue
See seminar room list
1) Seminar Webcast Activity Form must be posted on Moodle after Group Seminar by 10 PM (individual responses) 2) Learner Assessment Form of PRDG must be posted on Moodle by 10 PM Leading Change Kathleen Dracup Cole Hall
November 30 Week 5
Discussion Groups December 4
See seminar room list
1) Group discussion answers must be submitted on Moodle by 10 PM 2) Written paper must be submitted on Moodle by 10 PM
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