Utilize the nursing process in the protection, promotion, and optimization of health of individuals, families, and communities.
LECTURE: Independent Course
LABORATORY/CLINCAL: None
FACULTY: As Assigned
CREDITS: 2 credits; (2 hours theory)
CATALOG DESCRIPTION:
This is Part I of the capstone course. The student has the opportunity to assume primary responsibility for learning while pursuing an in-depth study in a specific area of nursing. The student develops a proposal that identifies an area of interest to research and to develop a project.
COURSE PRE/CO-REQUISITES:
NURS 451 Nursing Process and Health Promotion Groups/Community – Theory
NURS 452 Process and Health Promotion Groups/Community – Laboratory
STUDENT LEARNING OUTCOMES AND COURSE GOALS:
By the end of the semester, the student will:
Utilize the nursing process in the protection, promotion, and optimization of health of individuals, families, and communities.
Incorporate evidence-based findings into practice.
Demonstrate competencies in the care of individuals, families, and communities.
Collaborate with clients and other members of the health care team in the planning, coordination, and provision of care.
Provide culturally sensitive nursing care that reflects the worth, dignity, and uniqueness of individuals and groups.
Apply interpersonal and technological communication effectively.
Demonstrate leadership behaviors
Manifest personal and professional growth through role socialization as a professional nurse
Synthesize knowledge form nursing and related discipline in the acquisition of nursing knowledge, competencies, and values for professional practice
INSTRUCTIONAL PROCEDURES
Discussions, seminars, individual/faculty conferences, professional consultations as related to project development, use of reflective journal, and development of a proposal.
PROGRAM OUTCOMES
Program Outcomes Learning Outcomes/Course Goals
Utilizes the nursing process in the protection, promotion, and optimization of health of individuals, families, and communities. *
Incorporates evidence-based findings into practice. *
Demonstrates competencies in the care of individuals, families, and communities. *
Collaborates with clients and other members of the health care team in the planning, coordination, and provision of care. *
Provides culturally sensitive nursing care that reflects the worth, dignity, and uniqueness of individuals and groups. *
Applies interpersonal and technological communication effectively. *
Demonstrates leadership behaviors. *
Manifests personal and professional growth through role socialization as a professional nurse. *
Synthesizes knowledge from nursing and related disciplines in the acquisition of nursing knowledge, competencies, and values for professional practice. *
*This is the capstone course and the learning outcomes for the course are the same as the program outcomes
REQUIRED TEXTS
None
RECOMMENDED TEXTS
American Psychological Association. (2009). Publication Manual of the American
Psychological Association (6th ed.). American Psychological Association: Washington, D.C.
ADDITIONAL SUPPORTIVE READINGS
Alligood, M. R. & Tomey, A. M. (2006). Nursing theory: Utilization and application.
(3rd edition).Philadelphia: Mosby.
Bankert, E. & Amdur, R. J. (2006). Institutional review board: Management and function
(2nd edition). Boston: Jones and Bartlett
Bastable, S. B. (2003). Nurse as educator: Principles of teaching and learning for
nursing practice. . Boston: Jones and Bartlett
Braithwaite, R. L. (2000). Building health coalitions in the Black community. Thousand
Oaks, CA: Sage
Brink, P. J. (2001). Basic steps in planning nursing research: From question to proposal
(5th edition). Boston: Jones and Bartlett
Brockopp, D. F. & Hastings-Tolsma, M. (2003). Fundamentals of nursing
Research. Boston: Jones and Bartlett.
Browning, B. A. (2001). Grant writing for dummies. Somerset, NJ: Wiley.
Burns, N. & Grove, S. K. (2005). The practice of nursing research: Conduct, critique,
and utilization (Fifth edition). St. Louis: Saunders.
Clark, C. C. (2002). Health promotion in communities: Holistic and wellness
approaches. NY: Springer
Clark, C. C. (2005). The nurse as group leader. NY: Springer
Coley, S. M. & Scheinberg, C. A. (2000). Proposal writing. Thousand Oaks, CA: Sage
Collins, S. (2005). Foundation center’s goal for winning proposal. NY: Foundations
Center.
De chesnay. M. (2005). Caring for the Vulnerable. Boston: Jones and Bartlett
Demetrius. J. P. (2003). Public and community health nursing practice: A population
based approach. New Orleans: Louisiana State University Health Sciences.
Fain, J. A. (2004). Reading, understanding, and applying nursing research: A text and
workbook (second edition). Philadelphia: F. A. Davis
Geever, J. C. (2004). Foundation Center’s goal to proposal writing. NY: Foundations
Center.
Hawkins, J. & Haggerty, W. (2003). Diversity in health care research: Strategies for
multi-site, multidisciplinary, and multicultural protects. NY: Springer
Kulakowski, B. C. & Chronister, L. U. (2006). Research administration and
mangagement. Boston: Jones and Bartlett.
Milhouse, V. H., Asante, M.K. A., & Nwosie, P.O. (2001). Transcultural realities:
interdisciplinary perspectives on cross-cultural relations. Thousand Oak, CA:
Sage
Ogden, T. E. & Goldberg, I. A. (2003) Research proposals: A guide to success (3rd
edition). FL: Academic Press.
Pender, C. L., Murdaugh, C. L., & Parsons, M. A. (2006). Health promotion in nursing
practice. Upper Saddle River, NJ: Prentice Hall.
Redman, B. K. (2004). Advances in patient education. NY: Springer
Rigolosi, E. L. M. (2005). Management and leadership in nursing and
health care: An experiential approach. NY: Springer.
Wolcott, H.F. (2001). Writing up qualitative research. Thousand Oaks, CA: Sage
Zerwekh, J.V. (2006). Nursing care at the end of life: Palliative care for patients and
families. Philadelphia: F. A. Davis
Periodicals
Aveyard,H. (2000). Is there a concept of autonomy that can usefully inform
nursing practice? Journal of Advanced Nursing, 32 (2) 352-358.
Byrne, M. W., & Keefe, M. R. (2002). Building research competence in nursing through
Mentoring. Journal of Nursing Scholarship, 34(4), 391-396
Hinshaw, A. S. (2000). Nursing knowledge for the 21st century: Opportunities and
challenges. Journal of Nursing Scholarship, 32(2): 117-123.
Ingersoll, G., Fisher, M., Ross, B., Soja, M., & Kidd, N. (2001). Employee response to
major organizational redesign. Applied Nursing Research, 14(1), 18-28
McCutebean, J. & Pincarabe, J. (2001). Intuition: An important tool in the practice
nursing. Journal of Advanced Nursing, 35(3): 342-348.
Pravikoff, D. S., Tanner, A. B., & Pierce, S. T. (2005). Readiness of US nurses for
evidence-based practice. American Journal of Nursing, 105(9), 40-51
Retsas. A. (2000). Barriers to using research evidence in nursing practice. Journal of
Advanced Nursing, 31(3). 599-606
Tasiouras, D. (2000). What makes a good proposal in “real people language.”
Grassroots Fundraising Journal, 2, 10-12.
Web
http://www.pitt.edu/~offres/proposal/propwriting/websites.html
PROJECT REQUIREMENTS
The project is an independent learning activity the student completes. The role of the faculty mentor is to offer guidance and support in developing the project and scholarly paper. This process occurs over two courses, with this course fulfilling project development.
Faculty Agreement
Faculty agreement indicates approval of your project and must be completed before any substantial work is done on the proposal. The proposal serves as the written agreement and is completed with date and signatures of faculty mentor and student.
Reflective Journal
The reflective journal is more than a diary. It reflects analysis of events as the projects develops. It must include:
Date all entries.
Initial entries should address inception of project and personal interest in topic of study.
Reflect on the role and responsibilities of the nurse.
Incorporate evidence-based literature to support critical reflection as appropriate.
Describe the path toward self-actualization throughout entries by evaluating actions, behaviors and attitudes related to the project.
A minimum of eight entries during the semester incorporating items 1-5.
Proposal
The written proposal is initiated in this course and will be implemented and completed in NURS 468. The proposal must be written in accordance with APA style. The proposal and subsequent final project provide evidence of the student’s attainment of program outcomes.
To prepare for project completion in NURS 468, the proposal for this course must include the following:
Introduction
Rationale for topic selection is introduced, reflecting creativity and personal interest in the topic of study.
Explains how project is of significance to the nursing profession.
Explains how this project will enhance the student’s knowledge of a particular aspect of the interaction of persons with their environment along the health-illness continuum.
Reflects one’s personal philosophy of nursing that is based on needs of individuals, families, groups, and community.
Review of the Literature
Performs a search of literature related to topic of study.
Analyzes current nursing and related-disciplines literature to support the topic of study.
Evaluates evidence-based literature in nursing and related-disciplines to answer the question: What are the current evidence-based findings related to the topic of study?
Synthesizes literature to provide a summary of best evidence related to topic of study.
Incorporates a theoretical framework, as appropriate, to the topic of study. The theoretical framework may be a nursing theory or a theory from a related discipline.
Project Outcomes
Explain what the main goals or aims of one’s project.
Outcome statements must be written in terms that are measurable, realistic, and appropriate for the project. Goals/outcome statements should reflect the ultimate intention of the project, not the activity or program.
If planning an educational program, there will also have objectives related specifically to the educational program.
Project Description
Describe how the project will unfold from start to finish.
Describe the methodology one will utilize to complete the project.
Incorporate a timeline for completing each aspect of the project.
References
Include all sources of literature utilized in the proposal and format in accordance with APA style.
Participation
Participation in scheduled individual meetings or group seminars with faculty mentor as scheduled.
EVALUATION METHODS
Assessment Grade
Journal 25%
Proposal
Introduction – 10%
Review of Literature – 35%
Project Description – 10%
Project Outcomes – 10%
Format – 10%
75%
DUE DATE: The finalized proposal and journal must be submitted no later than midnight of the last day of scheduled classes for the semester. Due dates for winter and summer sessions are subject to modification and final due date will be established by faculty.
LATE SUBMISSION:
Coursework is expected to be submitted in a timely manner. The student is responsible for submitting all documents in the format preferred by faculty by the due date to avoid a penalty deduction for late submissions. Late submissions will be graded and points will be deducted from that grade. (ex. Student grade = 90% and is submitted 3 days late, resulting in 10 point deduction. Final grade for course is 80% or B-).
1-7 days late – 10 points
8-14 days late – 20 points
≥ 15 days late – 30 points and grade of “F” for course
GRADING SCALE
The grading scale described below will be used in evaluating the theory components of all nursing courses. The method of grade assignment will be determined by the course faculty members.
A 93-100
A- 90-92
B+ 86-89
B 83-85
B- 80-82
C+ 77-79
C 73-76
F 70-72
F Below 70
I Incomplete
REFER TO THE NJCU UNDERGRADUATE CATALOG AND RN-BSN HANDBOOK FOR GUIDELINES RELATED TO GRADING AND PROGRESSION THROUGH THE PROGRAM, AS WELL AS OTHER POLICIES THAT MAY BE RELEVANT.
ACADEMIC INTEGRITY
Students should refer to the NJCU Student Handbook and RN-BSN Handbook for guidance related to academic honesty and other relevant policies.
STUDENTS WITH DISABILITIES
University policies will be followed. As per university policy, before a student will receive an accommodation in this class, and appointment with the Office of Specialized Services will be required to arrange for approval of your accommodation. If a student has a particular need with respect to a disability in order to participate in this course, please notify the faculty as soon as possible to discuss any concerns. Accepted students with learning disabilities should contact Jennifer Aitken, Director of Project Mentor, at 1-201-200-2091.
Faculty reserves the right to modify the syllabus, including course policies, class scheduling, and course assignments or requirements in order to better meet course objectives. Notification to students will be made in writing when such changes are implemented.
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