Transcription

1Appendix ASyllabi for New Courses in the DNP Program

2University of Toledo College of NursingNURS 7000 – BSN/DNPSYLLABUSCOURSE CREDIT & CONTACT HOURS1 Credit HourPRE-REQUISITESAdmission to the BSN-DNP programCOURSE DESCRIPTION:Focuses on pertinent information needed by incoming students in the BSN-DNP Program.Emphasis on requirements of The University of Toledo and the College of Nursing to matriculatein the Program.COURSE OBJECTIVES1. Define policies/procedures necessary to ensure smooth progression through the Program.2. Explore the multiple roles of the advanced practice nurse.3. Become familiar with other students in the class and begin the socialization process ofrole development as a DNP.TextsJoel, L. A. 2009. Advanced Practice Nursing: Essentials of Role Development. F.A. DavisCompany. ISBN-13: 9780803619586. ISBN: 0803619588Course Requirements: Expectations of students in course1. Successful completion of the course requires students’ active participation in classdiscussions, satisfactory completion of ethics written and oral projects, and completion of theethics reflections.2. Students are expected to use the required readings in original critical analysis of ethicalissues for both written and oral discussions.3. All papers are expected to reflect accurate use of APA guidelines (i.e. term-paper style) forpapers and citing resources within text and in reference lists. The APA Manual is cited as arequired text, the APA Web page also has tips available online, and Write on! is anothersource with explanations and examples of APA formatting style (posted on Blackboard).4. Abide by UT CON Academic Honesty Code. See policies, Student HandbookUndergraduate Program UT College of Nursing. The handbook and other CON graduateresources are available at http://www.utoledo.edu/nursing/grad nursing resources.html

3*Avoiding Plagiarism: Excellent module on plagiarism. How to avoid violating ethicaland legal guidelines. Available athttp://www.umuc.edu/prog/ugp/ewp writingcenter/modules/plagiarism/intro about.html5. The faculties reserve the right to change course requirements in exceptional circumstanceswith fair notice to students.Grading criteriaGrading Scale90 – 100 A80 - 89 B70 - 79 CAssessment of Learning Class Participation . . . . . . . . . . . . . . . . . . . . . 20% Group Presentation . . . . . . . . . . . . . . . . . . . 40% Class activities . . . . . . . . . . . . . . . . . . . . . . . 20 % Project . . . . . . . . . . . . . . . . . . . . . . . . . . . 20%Classroom Procedures and ExpectationsParticipation: Graduate learning is based on class participation where one articulates one'sunderstanding about new ideas and concepts. Participation requires thoughtful reflection. Thiscourse offers opportunities to express yourself and to expand the depth and breadth of thatunderstanding based on consideration of the writings of the scholars in the discipline. Classmatesbenefit from hearing your perspective whether they agree or not. Acceptance or rejection ofthose ideas requires critical thinking on your part and integrating that understanding into abroader perception of nursing and your practice world. You are expected to take the risk toinitiate verbalizing your understandings, to respect peers and to help them clarify their ideas.Because class discussions support your learning, you are expected to attend and share in thediscussions at all classes. Missing more than one class will seriously compromise your learningand your satisfactory completion of this expectation. If your opinion differs from those expressedin the assigned articles, try to identify how your opinion developed and why it may not agreewith these scholars. In other words, it is ok to disagree with these writers, but you need tothoughtfully consider why nursing scholars are proposing a contrasting perspective. If you agree,what "fits" for you and why?Discussion Grading Criteria: Agreeing and disagreeing do not mean just voicing one’sopinion. The focus of the discussions should remain on the ideas posed in the readings. Agreeingand disagreeing mean making scholarly arguments from the literature that may support your ownideas. Faculty expects you to support your ideas from the readings or similar scholarly writingabout the topic in nursing literature. Always cite your source(s).

4Respect for Each Other and Faculty: Some of the class discussions will challenge personalvalues. Each person has the right and responsibility to examine his or her own thinking in thecontext of the readings and discussion. Faculty expects each to verbalize those insights withoutrisk of censure from others in the class. Conflicting ideas are expected and respected.Responding to another’s different perspective in constructive ways is part of using empathy andpracticing how to respond to patients whose views and choices may differ from yours. Practicewhat we advocate! Lack of respect for differences of values and expression will not be tolerated.Please feel free to disagree with each other, gently and respectfully.Late Assignments: Late papers and presentations will receive a 5% point deduction for the firstday late and deductions for each day that follows without receipt of the paper. Deductions maybe modified if a student negotiates for a changed deadline with faculty in advance. However,all late assignments will receive a grade deductionAcademic accommodations: Academic accommodations may not be made by faculty unlessdocumented testing indicates a need officially. Please pursue your rights as needed to assureyour success!Any student who feels s/he may qualify for academic accommodations in this course based on theimpact of a documented disability or who may need assistance in the event of an emergency,should contact the Academic Enrichment Center (AEC) to discuss your specific need(s). If youhave already met with the AEC staff and have a faculty memo, please make an appointment tomeet with me as soon as possible. AEC staff can be reached at 419-383-4274,[email protected], or go the website athttp://www.utoledo.edu/med/depts/aec/.Official Communication will occur through the Blackboard course site for e-mailcommunication and posting of papers. Faculty will retrieve and return papers online as well.Tentative Class Schedule/Activities/List of Topics CoveredWeek 1Week 2Week 3Week 4Introduction to courseReview SyllabusGraduate HandbookUT ResourcesThe Evolution ofAdvanced PracticeSyllabusGraduate HandbookRole Development: ATheoretical PerspectiveJoel, chapters 3, 4, and 14Evidence-based PracticeGlobal Perspectives onAdvanced NursingJoel, chapters 1-2Classroom activity: Describe your vision of your roleas an APNJoel, chapter 5

5Week 5Week 6Week 7Week 8Week 9Week 10Week 11Week 12Week 13Week 14PracticeThe Kaleidoscope ofCollaborative PracticeAdvocacy and theAdvanced Practice NurseCase Management andAdvanced PracticeNursingThe Advance PracticeNurse and ResearchThe Advanced PracticeNurse andComplementary therapiesBasic Skills for Teachingand the Advanced PracticeNurseCulture in PracticeConflict ResolutionCompetency in AdvancedPracticeCredentialingPromoting AdvancedPractice Nurses to thePublicThe Law, the Courts, andthe Advanced PracticeJoel, chapter 17Joel, chapters 15 and 16Joel, chapter 17Classroom activity on APN and researchJoel, chapter 18Joel, chapter 19Joel, chapter 20Joel, chapter 21Joel, chapter 8ANCC credentialing siteJoel, chapter 23Group Presentations beginJoel, chapters 26 and 27Group Presentations continueNurse MalpracticeInsuranceWeek 15Ethics and the AdvancedPractice NurseJoel chapter 28Group Presentations continue

6University of ToledoNURS 7400 - Theoretical Foundations of Advanced Nursing PracticeTerm YearSYLLABUSCOURSE CREDIT & CONTACT HOURS2 Credit Hours: 2 theory hoursPRE-REQUISITES:Admission to the BSN-DNP programCOURSE DESCRIPTION:Explores nursing as science and art. Identifies practice theory in the context of the nursingmetaparadigm, grand and middle range theory with emphasis on analysis/evaluation of selectednursing theories.COURSE OBJECTIVES1.2.3.4.Synthesize knowledge regarding the structure of the discipline and the nature of theory,research, and practice knowledge developed within nursing.Analyze the three levels of nursing theory that are the basis for practice: grand theory,middle range theory, and practice theory.Analyze the inter-relationships among nursing theory, practice, and research.Apply selected concepts from nursing theory to advanced nursing practice.Required TextbooksAlligood, M. R. (2010). Nursing theory: Utilization & application (4th ed.). St. Louis: Mosby.ISBN: 978-0-323-05640-3American Psychological Association. (2010). Publication manual (6th ed.). Washington, DC:American Psychological Association. ISBN: 978-1-4338-0561-5RecommendedRansom, J. (2010). Write on! An abbreviated guide to APA format for writing college papers.Toledo, OH: The University of Toledo College of Nursing.[Posted online under “Resources.”]Course Requirements: Expectations of students1. Successful completion of the course requires students’ active participation in classdiscussions, satisfactory completion of written and oral projects, and completion of thenursing theory application papers.2. Students are expected to use the required readings in original critical analysis of theoreticalissues in nursing for both written and oral discussions.

73. All papers are expected to reflect accurate use of APA guidelines (i.e. term-paper style) forpapers and citing resources within text and in reference lists. The APA Manual is cited as arequired text, the APA Web page also has tips available online, and Write on! is anothersource with explanations and examples of APA formatting style (posted on Blackboard).4. Students are expected to abide by UT CON Academic Honesty Policies in the GraduateStudent Handbook. The handbook and other CON graduate resources are available athttp://www.utoledo.edu/nursing/grad nursing resources.html5. The faculties reserve the right to change course requirements in exceptional circumstanceswith fair notice to students.Grading criteriaGrading Scale90 – 100 A80 - 89B70 - 79CAssessment of Learning Class Participation . . . . . . . . . . . . . . . . . . . . . Group Presentation of Grand Theory . . . . . . . . Individual Practice Change Paper . . . . . . . . . . Application of Middle-Range Theory toSelected Concept . . . . . . . . . . . . . . . . . . . . . .20%35%20%25%Teaching/Learning Strategies: lecture/discussion, case studies, class activities,presentations, discussions, personal reflection papers, audiovisual media, internet activities,scholarly writing.Classroom Procedures: Expectations of classroom behaviorsParticipation: Graduate learning is based on class participation where one articulates one'sunderstanding about new ideas and concepts. Participation requires thoughtful reflection. Thiscourse offers opportunities to express yourself and to expand the depth and breadth of thatunderstanding based on consideration of the writings of the scholars in the discipline.Classmates benefit from hearing your perspective whether they agree or not. Acceptance orrejection of those ideas requires critical thinking on your part and integrating thatunderstanding into a broader perception of nursing and your practice world. You are expectedto take the risk to initiate verbalizing your understandings, to respect peers and to help themclarify their ideas. Because class discussions support your learning, you are expected to attendand share in the discussions at all classes. Missing more than one class will seriouslycompromise your learning and your satisfactory completion of this expectation.If your opinion differs from those expressed in the assigned articles, try to identify how youropinion developed and why it may not agree with these scholars. In other words, it is ok todisagree with these writers, but you need to thoughtfully consider why nursing scholars areproposing a contrasting perspective. If you agree, what "fits" for you and why?

8Discussion Grading Criteria: Agreeing and disagreeing do not mean just voicing one’sopinion. The focus of the discussions should remain on the ideas posed in the readings.Agreeing and disagreeing mean making scholarly arguments from the literature that maysupport your own ideas. Faculty expects you to support your ideas from the readings or similarscholarly writing about the topic in nursing literature. Always cite your source(s).Respect for Each Other and Faculty: Some of the class discussions will challenge personalvalues. Each person has the right and responsibility to examine his or her own thinking in thecontext of the readings and discussion. Faculty expects each to verbalize those insights withoutrisk of censure from others in the class. Conflicting ideas are expected and respected.Responding to another’s different perspective in constructive ways is part of using empathy andpracticing how to respond to patients whose views and choices may differ from yours. Practicewhat we advocate! Lack of respect for differences of values and expression will not betolerated. Please feel free to disagree with each other, gently and respectfully.Respect for each other is reflected in one’s choice of words and how one shares one’sinterpretation of the readings, perhaps differently than expressed by a peer. Respect meansthat one values another’s interpretation in relation to the discussion as an opportunity tounderstand a different “take,” rather than defending one’s position. Class discussions offer anopportunity to support each other’s growth. Often, defensiveness results when one feelsthreatened. New ideas may occasionally feel threatening, but discussions are intended to be asafe forum for expressing what one understands, based on the student’s genuine attempt toadd to the discussions based on the assigned readings.Late Assignments: Late papers and presentations will receive a 5% point deduction for thefirst day late and deductions for each day that follows without receipt of the paper. Deductionsmay be modified if a student negotiates for a changed deadline with faculty in advance.However, all late assignments will receive a grade deductionAssessment of Student Outcomes: Students with learning issues, test anxiety or personalmatters are urged to seek assistance from the UT Academic Enrichment Center athttp://www.utoledo.edu/med/depts/aec/. (See Graduate Student Handbook.)Official Communication will occur through the Blackboard course site for e-mailcommunication and posting of papers. Faculty will retrieve and return papers online as well.

9Tentative Class Schedule/Activities/List of Topics CoveredReadings Activities & DiscussionWEEKWelcome and#1IntroductionsPhilosophy of nursing;valuesWEEK Knowledge development#2Theory in practiceAccess syllabus. Ask questions; clarifyexpectations. Introductions. Send picture forposting via e-mail. Reading: Alligood (2010): chapters 2, 3, pp.47-52, 62-66 and chapter 4.Reading: Alligood (2010): chapter 1, p. 7-13.Readings: a) Ellis (1969); b) Ellis (1981); c)Hardy, Titchen, Manley, and McCormack(2006); d) Jasovsky, Morrow, Clementi, andHindle (2010)Week Guidelines for analysis & Discuss how to analyze & evaluate theories3evaluation of frameworks according to criteria by Fawcett (2006-book)by Facultyor Fawcett (2005-article).View presentation byfaculty on Nightingale(Nursing history & earlytheory)WEEK#4Related readings: a) Alligood (2010) chapter5 and b) LeVasseur (1998)Application of theory toresearchReadings: a) Baken and Akyol (2007); b)Baker and Denyes (2008); c) Dobratz (2004);d) Ehrenberger, Alligood, Thomas, Wallace,and Licavoli (2002); or e) Endo, Miyahara,Suzuki, and Ohmasa (2005)Critique of theory & itsusefulness.Respond to selected readings as assigned:-a) Watson (n.d.) [Editorial.] and b) bring innews item of choiceOR-“New Nursing Care Model Puts Patients,Family in Center of Care,” ng-care-model.htmlWEEK#5WEEKConcepts relevant to the#6disciplineReading: Mitchell, 2002. Learning topractice.,

10WEEK#7Nursing theory andnursing scienceReadings: a) Arslanian-Engoren, Hicks, Whall,and Algase (2005); b) Cody (2002a); & c)Northrup, Tschanz, Olynyk, Sakaroff, Szabo,and Biasio (2004)WEEK#8Class – View presentations. Respond tointeraction activities identified by groups.Compare ideas with reality of currentpractice.WEEK#9Presentations:Grand TheoryPresentations:Grand TheoryWEEK#10Class – View presentations. Respond tointeraction activities identified by groups.Compare ideas with reality of currentpractice.Implemented theorybased practiceReadings, Select one project, plus repeat –Jasovsky, Morrow, Clementi, and Hindle(2010):PROJECT ONE: a) Bournes (2006) andBournes and Ferguson-Paré (2007) or b)Mitchell, Bournes, & Hollett (2006)PROJECT TWO: Bulfin (2005)PROJECT THREE: Flanagan (2009)Theory-baseddocumentationReadings: a) Baumann (2004)b) Karkkainen and Eriksson (2004)c) von Krogh, Dale, & Naden(2005)WEEK Presentations:#11 Middle-range TheoryClass – View presentations. Respond tointeraction activities identified by groups.Compare ideas with reality of currentpractice.WEEK Presentations:#12 Middle-range TheoryClass – View presentations. Respond tointeraction activities identified by groups.Compare ideas with reality of currentpractice.WEEK#13Readings:1. Fitzpatrick & Whall (2009), pp. 11-13Practice/Micro/Prescriptive 2. Benner, Hooper-Kryiakidis, & Stannardtheory in nursing(1999)3. Bishop & Scuder (4. Liaschenko & Fisher (

11Concept analysis &WEEKsynthesis as a research#14and practice toolReadings:1. Compliance2. Glaister (2001) - Healing3. Dignity4. Walker & AvantConclusions aboutWEEKtheoretical base for#15nursingShare two of your conclusions with in-depthsupporting ideas and examples from articlesabout nursing theory in advanced practice.Reading from one (a, b, or c):a) Cody (2003a) ”Nursing. . . ”b) Johnson (2005)c) Mitchell (2001) “Prescription”AND Cody (2003b)

12University of Toledo College of NursingBSN to DNP ProgramSyllabusNURS 7410 - Ethical Foundations of Advanced Nursing PracticeCOURSE CREDIT & CONTACT HOURS2 Credit Hours: 2 theory hoursFACULTYTBAPRE-REQUISITES:Admission to the BSN/DNP program, NURS 7000 BSN-DNP Orientation, NURS7400Theoretical Foundations of Advanced Nursing PracticeCOURSE DESCRIPTION:Examines the inter-relationship between theory, research, practice in ethical decision-making.Focuses on critical analysis/evaluation of selected ethical theories, values, professional codes ofethics related to evidence-based practices.COURSE OBJECTIVES1.Identify the ethical foundations of nursing science.2.Examine personal and professional values and their impact on behaviors3.Evaluate various theoretical and practical approaches to ethical decision making.4.Analyze the impact of professional codes of ethics upon the practice of nursing.TEXTBOOKSAmerican Nurses Association. (2001). Code of ethics for nurses with interpretive statements.Washington, DC: American Nurses Publishing. [2001 edition only.] Available (read only) Standards/CodeofEthicsforNurses.aspxISBN: 9781558101760American Psychological Association. (2010). Publication manual (6th ed.). Washington, DC:American Psychological Association. ISBN: 978-1-4338-0561-5Volbrecht, R. M. (2002). Nursing ethics: Communities in dialogue. Upper Saddle River, N.J.:Prentice Hall. ISBN: 0130305219Course Requirements: Expectations of students in course1. Successful completion of the course requires students’ active participation in classdiscussions, satisfactory completion of ethics written and oral projects, and completion of theethics reflections.2. Students are expected to use the required readings in original critical analysis of ethicalissues for both written and oral discussions.3. All papers are expected to reflect accurate use of APA guidelines (i.e. term-paper style) forpapers and citing resources within text and in reference lists. The APA Manual is cited as a

13required text, the APA Web page also has tips available online, and Write on! is anothersource with explanations and examples of APA formatting style (posted on Blackboard).4. Students are expected to abide by UT CON Academic Honesty Policies in the GraduateStudent Handbook. The handbook and other CON graduate resources are available athttp://www.utoledo.edu/nursing/grad nursing resources.html5. The faculties reserve the right to change course requirements in exceptional circumstanceswith fair notice to students.Grading criteriaGrading Scale90 – 100 A80 - 89 B70 - 79 CAssessment of Learning Class Participation . Group Presentation of Ethical dilemma in nursing Professional codes of ethics activity . Reflection paper . 20%40%20%20%Classroom ProceduresParticipation: Graduate learning is based on class participation where one articulates one'sunderstanding about new ideas and concepts. Participation requires thoughtful reflection. Thiscourse offers opportunities to express yourself and to expand the depth and breadth of thatunderstanding based on consideration of the writings of the scholars in the discipline. Classmatesbenefit from hearing your perspective whether they agree or not. Acceptance or rejection ofthose ideas requires critical thinking on your part and integrating that understanding into abroader perception of nursing and your practice world. You are expected to take the risk toinitiate verbalizing your understandings, to respect peers and to help them clarify their ideas.Because class discussions support your learning, you are expected to attend and share in thediscussions at all classes. Missing more than one class will seriously compromise your learningand your satisfactory completion of this expectation. If your opinion differs from those expressedin the assigned articles, try to identify how your opinion developed and why it may not agreewith these scholars. In other words, it is ok to disagree with these writers, but you need tothoughtfully consider why nursing scholars are proposing a contrasting perspective. If you agree,what "fits" for you and why?Discussion Grading Criteria: Agreeing and disagreeing do not mean just voicing one’sopinion. The focus of the discussions should remain on the ideas posed in the readings. Agreeingand disagreeing mean making scholarly arguments from the literature that may support your ownideas. Faculty expects you to support your ideas from the readings or similar scholarly writingabout the topic in nursing literature. Always cite your source(s).Respect for Each Other and Faculty: Some of the class discussions will challenge personal

14values. Each person has the right and responsibility to examine his or her own thinking in thecontext of the readings and discussion. Faculty expects each to verbalize those insights withoutrisk of censure from others in the class. Conflicting ideas are expected and respected.Responding to another’s different perspective in constructive ways is part of using empathy andpracticing how to respond to patients whose views and choices may differ from yours. Practicewhat we advocate! Lack of respect for differences of values and expression will not be tolerated.Please feel free to disagree with each other, gently and respectfully.Respect for each other is reflected in one’s choice of words and how one shares one’sinterpretation of the readings, perhaps differently than expressed by a peer. Respect means thatone values another’s interpretation in relation to the discussion as an opportunity to understand adifferent “take,” rather than defending one’s position. Class discussions offer an opportunity tosupport each other’s growth. Often, defensiveness results when one feels threatened. New ideasmay occasionally feel threatening, but discussions are intended to be a safe forum for expressingwhat one understands, based on the student’s genuine attempt to add to the discussions based onthe assigned readings.Late Assignments: Late papers and presentations will receive a 5% point deduction for the firstday late and deductions for each day that follows without receipt of the paper. Deductions maybe modified if a student negotiates for a changed deadline with faculty in advance. However,all late assignments will receive a grade deductionAssessment of Student Outcomes: Students with learning issues, test anxiety or personalmatters are urged to seek assistance from the UT Academic Enrichment Center athttp://www.utoledo.edu/med/depts/aec/. (See Graduate Student Handbook.)Official Communication will occur through the Blackboard course site for e-mailcommunication and posting of papers. Faculty will retrieve and return papers online as well.

15Class ScheduleWeek 1 Volbrecht, Chapter 1.Redman, R. K., & Fry, S. T. () Nurses’ethical conflicts: What is really knownabout them? Nursing Ethics, 7(4), 360-6.Respect in nursing Milton, C. L. (2005). The ethics of respectin nursing. Nursing Science Quarterly,18(1), 20-23.Moral distress Corley, M. (2002). Nurse moral distress: Aproposed theory and research agenda.Nursing Ethics, 9(6), 636-650. Volbrecht, Chapters 2, 4, 6 (chapters 3, 5, 7optional)Bournes, D. A. (2000). A commitment tohonoring people's choices. Nursing ScienceQuarterly, 13(1), 18-23.Case study on Mary (Hand-in your thoughtsusing an ethical theory)Crain, pg. 118-136 and selected readingsCase studies on truck driver and Mike Week 2Week 3 Introductions & CourseOverviewValuesIntroduction to Ethics &Discipline of NursingEthical concepts, theories &principlesEthical decision-making casestudy Week 4Week 5Week 6 Kohlberg’s moraldevelopment Ethical decision-making casestudiesNurse Professional ethics &obligations Professional codes ofpractice Professional oathsWeek 7Ethics of ResearchWeek 8 Policy & Health CareCulture ANA Code of Ethics for Nurses International Code of Nursing EthicsMedical code of ethics, Pharmacy code ofethics, Patient Bill of Rights, NightingalePledge, Medical Professional OathsRest of the readings may vary based on grouptopics. There may be additional selectedreadings throughout the remainder of the coursebased on current topics. Field, K. 2004. Medical schoolreaches agreement with cancer survivors insuit over cancelled study. The Chronicle ofHigher Education. 2000. The sooner the better? People’sMedical Society Newsletter, p. 8.Hedayat & Pirzadeh, 2001Selected readings

16Week 9Week 10Week 11Week 12 Case Management End of life & Palliative careGenetics & Reproductive IssuesEthics of Nursing Practice Professional ImageSelected readingsEthics of Nursing Practice Professionalism – whatwe do Selected readings Cassidy, M. (2004). You are what youwear. The World of Irish Nursing,December: 23. Turner T. (2005). Is there a nurse inthe house? Mental Health Practice, 9(2): 10. Mee, C. (2006). First ImpressionsLast. Nursing2006, 36(6):6. Week 13Week 14Week 15Presentation of Group projectPresentation of Group projectscontinuePresentation of Group projectscontinueSummary of courseFutch, C. (2004). I am a nurse . . . Iam a leader! Viewpoint.November/December: 3-5.Fights, S. I'm just a nurse. Academyof Medical-Surgical Nurses Newsletter16(3):1,7.Johnson, C. (2006). Amazing work.Michigan Nurse. May/June: 5.

17University of Toledo College of NursingBSN to DNP ProgramSyllabusNURS 7740 - Advanced Health AssessmentCOURSE CEDIT & CONTACT HOURS:5 Credit Hours: 3 Theory hours, 2 Lab hoursFACULTY:TBAPRE-REQUISITES:NURS 7680 Advanced Physiology and PathophysiologyCOURSE DESCRIPTION:Focuses on acquisition of advanced skills in collection and documentation of assessment dataacross the life-span. Differentiates normal, abnormal physiologic/psychosocial findings.Analyzes abilities/limitations in developing therapeutic relationships. Supervised laboratorypractice.COURSE OBJECTIVES1.Demonstrate therapeutic communication skills in focused subjective and objectivedata collection.2.Assess growth, development, and age-related changes.3.Perform physical examinations and psychosocial assessment.4.Differentiate normal from abnormal findings.5.Identify diagnostic tests to augment findings from subjective and objective data.6.Utilize clinical decision making process to analyze a clinical problem.7.Formulate diagnostic hypotheses based on the diagnostic reasoning process.8.Develop beginning plan of care related to the physical and psychosocial findings.9.Document findings appropriately.10.Analyze personal abilities and limitations that have a potential to enhance or limiteffectiveness in working with individuals.11.Examine the role of the APN.12.Participate in planning for appropriate clinical sites.TEACHING/LEARNING STRATEGIESTeaching/Learning StrategiesWeb CT, weekly course materials, lecture, discussion, guided lab practice and performance,standardized patients.Evaluation MethodsWritten Objective Exams, Problem Focused Lab Exams, Clinical Performance Exam with

18Standardized Patients.Course Grading ScaleA 91 -100%B 81 - 90%C 71 - 80%D 61 - 70%F 60 % and belowWritten Examinations (2)Midterm examFinal examCPX**added after 81% achieved on written examsCPX SOAP note**added after 81% achieved on written examsProblem Focused Exams (PFEs)Gyn and Male examProblem Focused ExamPhysical Exam ElementsScreening exam/special techniques35%35%15%15%Formative evaluationS/US/US/U100%Evaluation StrategiesStudents are expected to abide by the UT CON Academic Honesty Policy. The College ofNursing views cheating and plagiarism as a direct violation of the purpose of the educationalprogram as noted in the Code of Ethics for the Profession of Nursing.Faculty reserves the right to change course requirements in exceptional circumstances with fairnotice to students.For the midterm and final exam all scores will be determined by the response marked on thescantron sheet. If there is a discrepancy between

research, and practice knowledge developed within nursing. 2. Analyze the three levels of nursing theory that are the basis for practice: grand theory, middle range theory, and practice theory. 3. Analyze the inter-relationships among nursing theory, practice, and research. 4. Apply selected concepts from nursing theory to advanced nursing .