UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: NUR 442
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Health and Human Services
4. Academic Unit:
5
Nursing
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
Upon completion of the course, the successful student:
Clinical Practice and Prevention:
1. Synthesizes public health theory, research methodologies, and research-based evidence in
effective health promotion and prevention public health nursing activities.
2. Utilizes effective public health assessment teaching and evaluation of learning for diverse
communities and populations.
Communication:
3. Incorporates effective communication in professional public health nursing.
Critical Reasoning:
4. Analyzes the complexities of providing care to diverse communities and populations within
the current public health care delivery system.
Leadership:
5. Integrates established principles of public health nursing management of care and
leadership for diverse communities and populations.
Professionalism and Professional Values:
6. Incorporates ethical and legal principles and professional standards in public health
nursing practice.
7. Incorporates cultural competence into professional public health nursing practice for
diverse communities and populations.
8. Integrates empathy and therapeutic use of self for diverse communities and populations
through professional public health nursing practice.
Global Health:
9. Analyzes global and societal public health trends for health promotion, risk reduction, and
disease prevention.
10. Critiques the impact of health and social policy on global, national, and state communities
and the profession of public health nursing.
11. Advocates for health equity and social justice for vulnerable populations and the
elimination of health disparities both locally and globally.
Effective Fall 2012
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
The changes to the RN-BSN curriculum stemmed from external licensing entities, including
State Boards of Nursing. Across the country, State Boards of Nursing require their own
oversight and approval for direct patient clinical care for NAU students who live outside of
Arizona. Because the RN-BSN program is offered to out of state students, these changes to
course descriptions and outcomes eliminate the language referring to “direct patient care”.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
8. Long course title: PUBLIC HEALTH NURSING ROLES
(max 100 characters including spaces)
9. Short course title: PUBLIC HEALTH NURSING ROLES
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
This course provides a foundation for developing the role of the nurse in public health
promotion and disease prevention strategies for diverse populations within the context of a
global society.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
Nursing-Option for RN; B.S.N.
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Effective Fall 2012
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
Yes
No
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
NUR 307, NUR 330, NUR 320, NUR
18. Prerequisites:
321
If prerequisites, include the rationale for the prerequisites.
These pre-requisites include content that is needed to successfully apply concepts in NUR
442.
19. Co requisites:
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
Jan Saulpaugh, Vicki Black,
Barbara Tomlinson, Betty Parisek
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
No
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
2/2/2015
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Effective Fall 2012
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Approved as submitted:
Approved as modified:
Date
Yes
Yes
No
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Approved as modified:
Effective Fall 2012
Yes
Yes
No
No
Course Number:
Course Title:
Semester:
Credit Hours:
Faculty:
Primary E-mail:
Northern Arizona University
School of Nursing
NUR 442 Course Syllabus
NUR 442
Nursing Roles and Public Health Promotion
Summer 2015
Five (5)
Betty Parisek, Ed.D, MSN, RN
Extended Campuses – North Valley
15451 N. 28th Avenue
Office: 112
Phoenix, AZ 85053
Office Phone: (602) 776-4678
Cell (623) 261-6533
Please use Blackboard course email or
Betty.parisek@nau.edu
Prerequisite:
NUR 330, 307, 320, 321
Course Description:
This course provides a foundation for developing the role of the nurse in public health promotion and
disease prevention strategies for diverse populations within the context of a global society.
Student Learning Outcomes:
Upon completion of the course, the successful student:
Clinical Practice and Prevention:
1. Synthesizes public health theory, research methodologies, and research-based evidence in
effective health promotion and prevention public health nursing activities.
2. Utilizes effective public health assessment teaching and evaluation of learning for diverse
communities and populations.
Communication:
3. Incorporates effective communication in professional public health nursing.
Critical Reasoning:
4. Analyzes the complexities of providing care to diverse communities and populations within the
current public health care delivery system.
Effective Fall 2012
Leadership:
5. Integrates established principles of public health nursing management of care and leadership for
diverse communities and populations.
Professionalism and Professional Values:
6. Incorporates ethical and legal principles and professional standards in public health nursing
practice.
7. Incorporates cultural competence into professional public health nursing practice for diverse
communities and populations.
8. Integrates empathy and therapeutic use of self for diverse communities and populations through
professional public health nursing practice.
Global Health:
9. Analyzes global and societal public health trends for health promotion, risk reduction, and
disease prevention.
10. Critiques the impact of health and social policy on global, national, and state communities and the
profession of public health nursing.
11. Advocates for health equity and social justice for vulnerable populations and the elimination of
health disparities both locally and globally.
Course Structure/Approach:
Varied instructional methods are used to support and enhance student learning and achieve student
learning outcomes. Methods include, but are not limited to:
 Textbook and readings from current literature
 Class online discussions
 Web-based activities, media, research
 Written reflections
 Community based written assignments
 Community project
Textbook and Materials (required):
Stanhope, M. and Lancaster, J. (2012) Public health nursing: Population-centered health care in the
community (8th ed.), Philadelphia: Mosby.
American Psychological Association. (2009) Publication manual of the American Psychological
Association (6th ed.). Washington DC: Author
Course Outline
Population Centered Nursing
 Week 1: Introduction; Population - focused Practice & Historical Perspectives
 Week 2: Public Health System
Perspectives in Public Health.
 Week 3: Public Health Nursing at National, State & Local Levels
 Week 4: Community as Partner
Issues and Approaches in Population Centered Nursing
 Week 5: Public Health Nursing in Rural and Urban Environments
 Week 6: Cultural Diversity in the community; Vulnerable Populations
Conceptual and Scientific Frameworks
 Week 7: Epidemiology & Infectious Disease Prevention and Control
 Week 8: Environmental Health
Effective Fall 2012

Week 9: Disaster Management
Health Promotion and Health Protection
 Week 10: Chronic Disease and Prevention
 Week 11: Global Health and Non-communicable Disease
Influences on Health Care delivery
 Week 12: Economics of Health Care Delivery & Public Health Policy
Assessment of Student Learning Outcomes: Individual student performance will be assessed
from the following course assignments and points:
Graded Course Assignments
 Biweekly discussion questions (5 @ 10 pts each
(weeks 2, 4, 5, 8, & 11)
50 points
 Community Meeting Reflection (due week 3)
15 points
 Epidemiology Movie Reflection – ‘Outbreak’ or ‘Contagion’
(due week 7)
15 points
 Role of the Nurse in the Community APA Paper
20 points
(due week 11)
 Project Assignments
 Community Assessment Part 1 (due week 4)
50 points
 Community Assessment Part 2 (due week 8)
50 points
 Community Assessment Part 3: Primary Prevention Project
 (due week 12)
50 points
 TOTAL POINTS
250 points
Grades are calculated using the standard NAU School of Nursing grade scale as follows:
 A = [93-100%]
 B = [84-92%]
 C = [78-83%]
 F = [<78%]
To successfully pass the course, each student is required to earn the required number of cumulative
points to obtain a C or better.
Course Policies
The course schedule and syllabus of this web based course are subject to change with advanced
notice.
Assignment due dates:
Required presentations, papers and discussions are due by time and date designated in the course
calendar. Late assignments will result in a grade deduction unless arrangements have been made
with the instructor in advance. The expectation of this course is that the student will complete
individual assignments by individual effort.
Discussion due dates:
Posts for this course are due Sunday at 11:59pm and should include at least two, substantive
paragraphs as well as two scholarly references. Late discussions postings will have 1.0 point per
posting/per day deducted unless arrangements have been made with the instructor in advance.
Communication:
Effective Fall 2012
It is imperative that each student maintains contact with the course faculty throughout the course.
Faculty will attempt to respond within 48-72 hours through the Blackboard course e-mail. The
instructor routinely answers emails Monday – Friday. If for some reason a student cannot submit a
message in the course discussions by the assigned date and time, the student is to notify the faculty
immediately. Adjustments in due dates are made for Blackboard outages.
Withdrawal Policy:
It is expected that the student will access the course through participation in Blackboard Learn at
least three times per week. If a student is unable to participate in the course or must drop the course
for any reason, it will be the responsibility of the student to withdraw from the course before the
withdrawal deadline (see current NAU Schedule of Classes for deadline.)
Policy on Plagiarism and Cheating:
Standards for plagiarism as set forth in the 6th edition of the Publication Manual of the American
Psychological Association (APA) will be strictly enforced. Students must cite each reference source
and give the proper credit for an idea, quotation, or finding.
Please refer to University Academic Dishonesty Policy and the following website:
http://www.plagiarism.org/
Plagiarizing another’s work will result in failure of the course.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any
kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the
university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy
from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you
have questions or concerns about this policy, it is important that you contact the departmental chair,
dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928)
523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation at any time, in order
for DR to best meet your individual needs, you are urged to register and submit necessary
documentation (http://www.nau.edu/dr) 8 weeks prior to the time you wish to receive
accommodations. DR is strongly committed to the needs of student with disabilities and the promotion
of Universal Design. Concerns or questions related to the accessibility of programs and facilities at
NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity
(523-3312).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
Effective Fall 2012
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including
NAU students engaged in research are adequately trained in the basic principles of ethics in
research. Additionally, this policy assists NAU in meeting the RCR training and compliance
requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating
Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C
18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the
RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of
Research”). For more information on the policy and the training activities required for personnel and
students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Summer 2014
Approved UCC – 1/28/14
Approved UGC – 2/12/14
Effective Fall 2012