My philosophy of nursing is the relationship we have with our patients, families, communities, etc., and the commitment we make to them (patient advocate).

http://www.sandiego.edu/nursing/research/nursing_theory_research.php#Theories

I find that Patricia Benner’s novice to expert theory is helpful, especially as you transition from a staff nurse to advanced practice nurse. Here is her classic article on this theory as well as a current website:

http://www.healthsystem.virginia.edu/pub/therapy-services/3%20-%20Benner%20-%20Novice%20to%20Expert-1.pdf

Benner’s From Novice to Expert

 

· Discussion Board Clarification

Attached Files:

·  (2.776 MB)

Here is a short voice over power point on Discussion Board. Please listen to it before doing your discussion board post.

Please also go to the Nursing Resources tab in Blackboard- there are directions on how to access the library from home and a short-cut for making your reference page when obtaining journal articles. I also have links to the writing center, Blackboard, and computer help desk.

Thanks,

Dr. George

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Week 1 Power Points and Resources

 

·  (6.506 MB)

Main post in Discussion Board 1 is due Jan. 25 @ 1159.

Course Title: Advanced Practice Role: Theory and Knowledge Development

Course Number: APRN 501

Credit Hours: 3

Day and time: online

Location: online

Program Outcomes	FNP Track	Nurse Educator Track
1. Demonstrate leadership and integrity in an advanced practice role that effects and changes systems to promote patient-centered care thereby enhancing human flourishing	Demonstrate leadership and integrity in an advanced practice nursing role that effects and changes healthcare systems to promote patient-centered care thereby enhancing human flourishing	Demonstrate leadership and integrity in an advanced practice role that effects and changes Course Description: This course examines advanced practice nursing concepts, theoretical underpinnings, and current professional issues. Learners will examine how theoretical issues are integrated into practice and how they can be a mechanism to improve patient outcomes related to health promotion and disease prevention. Understanding of the role and scope of the advanced practice registered nurse is an expectation. educational systems to promote learner-centered knowledge thereby enhancing human flourishing
2. Appraise current interdisciplinary evidence to identify gaps in nursing knowledge and formulate research questions based on the tenets of evidence-based practice	Appraise current interdisciplinary evidence to identify gaps in nursing practice knowledge and formulate research questions based on the tenets of evidence-based practice.	Appraise current interdisciplinary evidence to identify gaps in nursing education knowledge and formulate research questions based on the tenets of evidence-based teaching practice.
3. Develop interdisciplinary teamwork and collaboration in the advanced practice nursing role in order to promote positive change in people, systems, and excellence in the nursing profession.	Develop interdisciplinary teamwork and collaboration in the advanced practice nursing role in order to promote positive change in people, health care systems, and excellence in the nursing profession.	Develop interdisciplinary teamwork and collaboration in the advanced practice nurse educator role in order to promote positive change in people, educational systems, and excellence in the nursing profession.
4. Use informatics to analyze underlying disparities, and knowledge; formulate research questions; promote safety and quality improvement for patient care.	Use informatics to analyze underlying disparities, and knowledge; formulate research questions; ensuring safety and quality improvement in advance nursing practice for patient care.	Use informatics to analyze educational disparities, and knowledge; formulate research questions for educational quality improvement.
5. Apply advanced concepts in science and nursing knowledge to implement health promotion and disease prevention.	Apply advanced concepts in science and nursing knowledge to implement health promotion and disease prevention in advanced practice.	Apply advanced concepts in science and educational knowledge to implement evidence-based teaching practice.
6. Employ knowledge in health policy and financing of health care in order to promote healthcare access and availability to promote human flourishing.	Employ knowledge in health policy and financing of health care in order for the advanced practice nurse to promote healthcare access and availability to promote human flourishing.	Employ knowledge in health policy and financing of health care in order to educate learners about healthcare access and availability to promote human flourishing.
7. Engage in ethical decision-making and utilization of theoretical knowledge in order to provide patient-centered, cost-effective care	Engage in ethical decision-making and utilization of theoretical knowledge in order to provide patient-centered, cost-effective advanced practice nursing care.	Engage in ethical decision-making and utilization of theoretical knowledge in order to provide educational concepts related to cost- effective care.
8. Value cultural and ethnic diversity and caring in order to provide holistic patient-centered care.	Value cultural and ethnic diversity and caring in order to provide holistic patient-centered care by advanced practice nurses.	Value cultural and ethnic diversity and caring in order to provide holistic learning to promote patient-centered care.

Learning Outcomes: At the conclusion of this course, the learner will be able to:

1. Identify important concepts for leadership for advanced nursing care by building on existing conceptual and theoretical knowledge

2. Understand the need for and the extent of use of interdisciplinary evidence in nursing practice.

3. Identify the roles and responsibilities of interdisciplinary team members and their accountability to quality patient care.

4. Discuss the role of informatics in maintaining safe and private patient environments.

5. Identify advanced concepts in science and nursing knowledge and theory to better understand health promotion and disease prevention in advanced nursing care.

6. Establish a foundational knowledge regarding healthcare policy making and financing of healthcare.

7. Define the tenets of ethical decision-making in an advanced practice role.

8. Relate advanced practice roles to various populations and their healthcare needs to better understand cultural diversity.

Teaching Strategies:

Teaching strategies will consist of lectures by Voice over Power Point, audio-visual aids, discussion board, observation of student presentations via YouTube or Voice over Power Point, written assignments, and computer assisted instruction.

Required Textbooks:

American Psychological Association. (2010). Manual of the American Psychological Association

(6th ed.). Washington, DC: Author. (ISBN-13: 978-1-4338-0561-6).

American Nurses Association. (2015). Guide to the code of ethics for nurses with interpretive statements: Development, interpretation and application. (2nd ed.). Silver Spring, MD: Author. (ISBN-13: 9781558106031).

American Nurses Association. (2015). Guide to nursing’s social policy statement: Understanding the profession from social contract to social covenant. Silver Spring, MD: Author. (ISBN-13: 9781558106154).

American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author. (ISBN-13: 9781558106192).

Joel, L. A. (2013). Advanced practice nursing: Essentials for role development (3rd ed.). Philadelphia, PA: F.A. Davis. (ISBN-13: 978-0803627857).

METHODS OF EVALUATION:

In order to progress in the nursing program, the learner must maintain a 3.0 cumulative GPA for all graduate courses and achieve a course grade of C or better (FMU Catalog, p. 219).

Classroom Evaluation Methods:

Philosophy of APRN paper	20%
Discussion Board (6 total)	20%
Ethical Case Study	20%
Identification of Organizational Change in the Workplace Paper	20%
Presentation of Organizational Change in the Workplace	20%
TOTAL	100%

Classroom Grading Scale:

Alphabetic	Raw Score
A	94-100
B+	90-93
B	87-89
C+	83-86
C	80-82
F	79 or below

Rounding Per program policy, only final grades will be rounded. Final grades of 0.50 or greater will be rounded up to the next whole numeric value. Therefore, a 79.50 is the minimum grade needed to pass this course, as this is rounded to an 80. Exam and quiz scores will not be rounded and will be entered in grade book in Blackboard to the nearest hundredth of a percent.

Scheduled Tests/Exams

Missed tests/exams will be handled at the discretion of the course coordinator and will be outlined in the syllabus.

Test Taking Guidelines: Before each quiz/test/exam learners will:

· Place all belongings at the front of the classroom

· The proctor and one other designated learner will keep their cell phone in view in case of a Swamp Fox Alert.

· Once a quiz/test/exam is started the learner cannot leave.

· Once a learner accepts a test they cannot stop taking test and postpone taking it for any reason. If they hand in an uncompleted test the grade stands as is.

ACADEMIC INFORMATION

Classroom Attendance Policy

The University policy regarding class attendance states, “It is the responsibility of the learner to attend all scheduled meetings in the course in which he/she is enrolled. Attendance sheets are required, and it is the learner’s responsibility to sign the attendance roster. Please refer to “Class Attendance Policy” FMU Catalog (current edition).

Written Paper Requirements This is a professional course, thus proficiency in English grammar is an expectation.

· All papers must use appropriate sentence structure, grammar, organization, punctuation and spelling.

· All papers must demonstrate evidence of logical development of thought, clarity, and organization.

· To be accepted for grading, all written papers will be typed and consistent with APA guidelines as appropriate for the assignment.

· All written assignments must be submitted in Blackboard Learning System unless instructed otherwise.

· Points will be deducted for work turned in late (10 points per day) unless you contact the instructor and make other arrangements. Please email or call prior to the due date to make arrangements for consideration of late submission (For example: family emergency or severe illness).

E-mail

Electronic mail is an essential component of communication between the Nursing Faculty, administration, and learners; therefore, all nursing learners are required to have an active e-mail account. Email responses to faculty are expected with 24 hours. In return, faculty will email learners within 24 hours with the exception of weekends and holidays. Email to all faculty and learners in the department must be addressed professionally with a proper salutation, complimentary closing, and signature. If any of the proper ingredients are lacking, the email will be returned with a note that states “please address this email in a professional manner.” Each email should address one issue.

Phone Usage and Messaging

Learners are only to call preceptors for an emergency clinical situation. Faculty will not use verbal phone conversations or texting to discuss any issues with learner. Contacting faculty (other than an emergency clinical issue) must be done by email.

Social Networking Policy Learners are encouraged to use their most professional judgment in regard to internet social networking sites. Information and /or pictures about the FMU nursing program, faculty, other learners, clinical experiences, and patient information, in any format, is not appropriate on social networking sites. Violations of this policy will result in dismissal from the program for lack of maintaining professional standards.

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Learner Responsibilities Each learner is responsible for the proper completion of his/her academic program, for familiarity with the FMU Catalog, the University Student Handbook, and the Department of Nursing Graduate Student Handbook (current editions). Each learner is responsible for maintaining the grade point average required, and for meeting all degree requirements. The academic advisor will counsel, but the final responsibility for a successful college career rests with the learner.

Guidelines for Faculty Appointments All nursing faculty have posted office hours and learners should do their best to schedule appointments at those times. If those times are not feasible the learner may request the faculty to meet at another time.

Academic Dishonesty

See Honor Code found in the University Student Handbook: Rights and Responsibilities Standards of Conduct (current edition). All learners and faculty are expected to refrain from acts of academic misconduct including, but not limited to, plagiarism, the giving or falsifying of any academic documents or related materials, cheating, and the giving or receiving of unauthorized aid in tests, examinations, or other assigned work. Please see the Department of Nursing Graduate Lerner Handbook (current edition): Academic Integrity.

Code of Ethics The Department of Nursing subscribes to the “Code of Learner Conduct” as defined in the ”Learners’ Rights and Responsibilities” section of the current edition of the Francis Marion University Student Handbook and Catalog (current editions). The Department of Nursing subscribes to the American Nurses Association (ANA) Code of Ethics; whereby, all learners and faculty are expected to be honest and honorable in all academic and professional endeavors. It is further expected that they will refrain from any activity, which might impair the image of the University, the Department of Nursing, or the nursing profession. Please see the Department of Nursing Learner Handbook (current edition): Academic Integrity and http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics.aspx

South Carolina Nurse Practice Act Learners must abide by the South Carolina Nurse Practice Act (South Carolina Department of Labor, Licensing, and Regulation: Board of Nursing, Title 40). http://www.scstatehouse.gov/code/t40c033.php or the South Carolina Board of Nursing website under policies.

Computer Use Computers are an essential learning tool, with the cost dependent upon vendor and configuration. It is a requirement that nursing learners have access to his/her own personal computer. The minimum configuration should include access to the Internet and support the latest version of Windows and Windows Office Suite (Word, PowerPoint). The hardware specifications necessary should be consistent with those of your Internet Provider.

Taping Classes and Test Reviews

Learners need to ask faculty permission in order to tape any public session, class, or test review. If the faculty grants permission to tape the taped content may only be used for educational purposes. If the taped session is used for purposes other than study or review, the learner will receive a warning for unprofessional behavior.

Definition of Unprofessional Behavior Unprofessional or disruptive behavior is defined as any behavior that is contentious, threatening, insulting, or potentially litigious or otherwise interferes or has the potential to interfere with an individual’s or group’s professional responsibilities, self-respect, or ability to collaborate productively with others. It is behavior that creates an unsafe, intimidating, hostile, destructive or offensive work, academic or clinical environment. Dictates of professional behavior apply to faculty, staff, and learners in the Department of Nursing. Examples of unprofessional or disruptive behavior include but are not limited to the following:

· Shouting or using vulgar, profane or abusive language

· Abusive behavior

· Physical assault or threat thereof

· Intimidating behavior

· Refusal to cooperate with others

· Conduct that constitutes sexual harassment

· Refusal to adhere to Department of Nursing policies

· Inappropriate comments written in official documents that impugn faculty, staff, or learners of the Department of Nursing

· Non-constructive criticism addressed to an individual in such a way to intimidate, belittle or suggest incompetence

· Imposition on staff of unnecessarily burdensome or idiosyncratic requirements that are generally not professionally accepted and do not result in improved efficiency

· Making or threatening reprisals for reporting disruptive or inappropriate behavior

· Inappropriate email conduct, lack of properly addressing faculty, shouting or using inappropriate language.

Disciplinary Action for Unprofessional Behavior Unprofessional or disruptive behavior demonstrated by a Department of Nursing learner towards another learner, patient, faculty, or staff will be managed as follows:

1. If possible and reasonable, the complainant should first attempt to resolve the issue by asking the individual to discontinue the inappropriate behavior. The complainant should document the attempted resolution and forward to his/her course coordinator or academic nursing advisor. Learner violations will warrant a warning for unprofessional behavior.

1. If behavior is repeated and deemed as an Honor Code violation, the complainant should bring the incident to the attention of the Department Chair and use the procedures as referred to in the University Catalog and Student Handbook.

3. If behavior is repeated and is not an Honor Code Violation, the complainant should contact the Chair for the Department of Nursing and a second warning for unprofessional behavior will be initiated. The third occurrence will warrant a course failure.

*All academic warnings are cumulative throughout the program.

Americans with Disabilities Act (ADA):

If a learner has a documented disability and requires special assistance or accommodations, they should contact the University Counseling and Testing Center (Francis Marion University Student Handbook, current edition). Accommodations will be made with proper documentation from the University Counseling and Testing Center. The learner must provide documentation to any or all course or clinical instructors of classes or clinical rotations in which the learner would like to use the accommodations. If at any time during the semester the learner’s accommodations need to be altered, the learner will provide documentation from the University Counseling and Testing Center.

Maintaining current certification is the sole responsibility of the learner.

If you have not presented a copy of your current AHA: BLS-HCP card to the Learner Services Coordinator by the required deadline, you will not be permitted to attend classes and/or clinical and this will be considered an absence. Any questions or concerns about this policy should be addressed to the Student Services Coordinator.

Disclaimer Faculty members have the prerogative to schedule extra learning activities, change course content and test/exam dates as deemed appropriate, related to learning outcomes. If the syllabus is changed for any reason faculty will notify learners in the following manner, verbally in class and/or on the announcement page of Blackboard and/ or by email.

FMU Non-Discrimination Policy

Francis Marion University follows all federal and state laws banning discrimination in public institutions of higher learning. Francis Marion adheres to all Title IX policies, and does not discriminate on the basis of race, color, sex, religion, ethnicity, national origin, age, sexual orientation, gender identity, veteran status or any other protected category under applicable local, state, or federal law. General questions regarding Title IX can be directed to the Office of Civil Rights (www.ed.gov/ocr). Specific questions may be referred to the University’s Title IX Coordinator (titleixcoordinator@fmarion.edu )

COURSE PROCEDURES:

To be a successful online student requires great effort. You must be self-motivated and self-disciplined to keep yourself on schedule with reading, assignments, and projects. I recommend printing out the course outline and grading rubrics and keep them in front of you to assist you to stay on track.

Communication is paramount. The communication channel is always open between me, you, and among classmates. It is very important that we keep connected and interact. If you do have questions, feel free to email or call me. Please know that I have posted office hours and am willing to make appointments for other times if needed. I will post announcements in Blackboard about important issues in the course.

Attendance is required in all online courses. Participation is defined as your presence in class and active participation as evidenced by class preparation and discussion regarding the class topic. Please see the Discussion Board requirements for participation.

Online Course Information is posted as a tab in Blackboard. This tab includes helpful information on using the Francis Marion University library from home, accessing the Computer Help Desk, and links to Blackboard tutorials.

Assignments: All assignments and discussion questions for the semester are posted.

Check your grades. I will post your grades for the discussion board and assignments within 7-10 days. I will post an announcement if there is any delay in grades being returned. Grades will be posted in the Blackboard grade book. In addition, I will also give provide written feedback on your assignments through Blackboard. If you find any errors or missing scores, please feel free to e-mail me. I will correct any mistakes.

Feedback for assignments: I am available for additional feedback on assignments. I will send out information privately &/or you may contact me.

Netiquette: Communication Courtesy Code. All members of the class are expected to follow rules of common courtesy in all e-mail messages and threaded discussions.

1. If your discussion post is a response, begin the post with the student’s name (Response to…)

2. Please write your name at the end of all discussion postings so we know who has contributed to the learning process.

3. Always check to see if a similar question has already been posted and answered on the discussion board to avoid duplicated messages and responses.

4. Use a descriptive subject line that reflects the content of your message for effective discussion and communication.

5. Write in short paragraphs.

6. Do not write in all uppercase. USING ALL CAPS MEANS YOU ARE SHOUTING.

7. It is hard to tell the emotion of a text-based message. You may want to use emotional symbols, also known as emoticons, (:-), ;-), :-(, :`-(, :-p, etc.) to indicate the tone of voice. Avoid sarcastic comments.

8. Do not edit or change message content when someone has already responded to you. If you have something to add or change, simply add a follow-up message.

9. Show respect for other students’ cultural backgrounds.

10. Always be professional and respectful of others.

11. Points will be deducted for failing to comply with this online communication policy. Unprofessional messages will be removed. Students who are abusive or rude may be banned from posting.

CONTENT INFORMATION Topical Outline

Week/ date	Content:	Resources:	Evaluation Methods of Learning Outcomes:
Week 1 January 12 to January 24	Overview of APRN Roles & Advanced Practice Nursing	Joel Chapters 1-3 ANA Scope and Standards of Practice Pages 1-37 ANA Social Policy Statement Pages 1-28 Articles on Blackboard: Gardenier, D. (2011). Is nursing education considered an advanced practice role? Journal for Nurse Practitioners, 7 (5), 370-371. doi:10.1016/j.nurpra.2011.03.028 Newhouse, R. P., Stanik-Hutt, J., White, K. M., Johantgen, M., Bass, E. B., Zangaro, G., & … Weiner, J. P. (2011). Advanced practice nurse outcomes 1990-2008: A systematic review. Nursing Economic$, 29(5), 230-251.	Discussion Board #1 (Learning outcomes 1 & 5) Main Post & readings Main Post is due January 24 by 1159.
Week 2 January 25 to January 31	Aspects of the Role & New Knowledge Development	Joel Chapters 5 & 23 ANA Scope and Standards of Practice Pages 37-47 ANA Guide to the Code of Ethics Pages 73-93	Respond to 2 peers by January 31 at 1159.
Week 3 February 1 to February 7	Role of the Nurse Educator	Joel Chapters 4 & 18 ANA Scope and Standards of Practice Pages 47-50 ANA Social Policy Statement Pages 29-84 Articles on Black Board: Weidman, N. A. (2013 ). The lived experience of the transition of the clinical nurse expert to the novice nurse educator. Teaching and Learning in Nursing, 8, 102–109. Wittmann-Price, R. A., Waite, R. & Woda, D. H. (2011). The role of the educator. In M. Dreher & M.E.S. Glasgow (Eds.). Role development for doctoral advanced nursing practice. NYC: Springer Publishing. Guest Speaker: Dr. Wittmann-Price	Discussion Board #2 (Learning outcomes 1, 3) Main post & readings Main post due by February 7
Week 4 February 8 to February 14	Ethical & Legal Issues Patient-Provider Relationships	Joel Chapters 26 & 28 ANA Guide to the Code of Ethics Pages 1-72 ANA Scope and Standards of Practice Pages 67-68 ANA Social Policy Statement Pages 85-128	Respond to 2 peers by February 14 Philosophy of APRN Paper due February 14 (Learning outcomes 1, 2, 5)
Week 5 February 15 to February 21	Practice Issues: Regulation of APRNs Prescriptive Authority Reimbursement Certification Malpractice	Joel Chapters 6-7, 27 Review SC Nurse Practice Act relating to APRNs: http://www.scstatehouse.gov/code/t40c033.php Review SC regulations affecting nurse educators- See Chapter 91: http://www.scstatehouse.gov/coderegs/statmast.php Various articles posted on Blackboard	Discussion Board #3 (Learning outcomes 1, 2, 3, 6) Main post and readings Main post due by February 21
Week 6 February 22 to February 28	Collaborative Practice Credentialing/ Privileges	Joel Chapters 8-9 Review the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education: https://www.ncsbn.org/Consensus_Model_for_APRN_Regulation_July_2008.pdf	Respond to 2 peers by February 28
Week 7 February 29 to March 6	Leadership in Advanced Practice Nursing Role in Policy Change Theory Conflict Resolution Measuring Performance	Joel Chapters 20-22 Complete D.A.R.E. Personality Assessment ANA Guide to the Code of Ethics Pages 121-135 ANA Scope and Standards of Practice Pages 52-66; 69-84	Discussion Board #4: Learning Outcomes (1,2,5, 6, 8) Main post due by March 6
Week 8 March 7 to March 13	Patient Safety & Quality Initiatives/QSEN Health Care Organizations/ Structures/Theory Informatics/ Technology/ Telehealth/Social Media/ Encrypted vs. Unencrypted Technology Interprofessional Collaboration	Joel Chapters 10 & 12 ANA Guide to the Code of Ethics Pages 95-112 Institute of Medicine (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press. (Executive Summary, pages 1-22)	Respond to 2 peers by March 13 Ethical Case Study due March 13 (Learning outcomes 1, 2, 5, 7)
March 14 to March 20	Spring Break	No Assignments!	Have fun!
Week 9 March 21 to March 27	Translating Research into Practice Advocacy	Joel Chapters 13-14 Guest Speaker: Dr. Douglas	Discussion Board #5 (Learning outcomes 1-5 ) Main post and readings Main post due by March 27
Week 10 March 28 to April 3	Care of Underserved Populations/Culture Complimentary Therapies	Joel Chapters 17-19 ANA Guide to the Code of Ethics Pages 129-169	Respond to 2 peers by April 3 Identification of Work Place Change Paper Due April 3 (Learning Outcomes 1-8)
Week 11 April 4 to April 10	Other Advanced Practice Roles: Research/ Scholarship & Case Management	Joel Chapters 15-16 ANA Guide to the Code of Ethics Pages 113-128	No discussion board. Student Presentations of Workplace Change due April 10 (Learning outcomes 1-8)
Week 12 April 11 to April 17	Resource Management	Joel Chapter 11	DB #6: Upload your presentation in DB #6. Provide 2 constructive comments for each of your group members’ presentations; due April 24 (Learning outcomes 1-8).
Week 13 April 18 to April 24	APRN Employment/Career Issues	Joel Chapters 24 & 25	Continue DB #6, Due April 24. Course Evaluations due

GRADING RUBRICS

1. Philosophy of APRN Paper- 20%: Due February 14 Articulate your philosophy of nursing based on your own experience and relate it to a nursing theory or philosophy (such as Orem, Benner, etc.). Describe why an advanced practice nursing degree fits into the schema of the philosophy. Don’t forget to discuss how nurse educators or nurse practitioners fit into the roles of advanced practice nursing (see rubric below for specifics). 2-3 pages, with at least 2 peer-reviewed references that are less than 5 years old, unless they are classic references. APA format and appropriate grammar. “I” statements are acceptable for this assignment. This will be the first section of your portfolio.