WRIGHT STATE UNIVERSITY
MIAMI VALLEY COLLEGE OF NURSING & HEALTH
NUR7105 90
Spring 2014 Syllabus
COURSE TITLE: Population Health
CREDIT ALLOCATION: 3 credit hours
PLACEMENT IN CURRICULUM: Master’s Program
COURSE LOCATION AND CLASS TIMES: On-line
PREREQUISITES: Graduate standing or permission of instructor
COREQUISITES: none
RESTRICTIONS: none
FACULTY:
Maura C. Boesch, DNP, MPH, MSN, RN
Email: maura.boesch@wright.edu
Office: 138 University Hall
Office Phone: 937-775-3607
Cell Phone: 651-301-4055 – texting if fine, but put your name in the text (!)
Office Hours: Monday 11:00 AM – 12:00 noon, Thursdays 11:00 AM to 1:00 PM, (or
on-line by appointment)
Secretaries: Sharon Brannon & Julie Greenup at 775-2577 and 775-2576.
STUDENT LEARNING OUTCOMES:
1. Use epidemiological, social, and environmental data to draw inferences regarding the health
status of client populations, i.e., individuals, families, groups, and communities.
2. Develop and monitor comprehensive, holistic plans of care that address the health promotion and
disease prevention needs of client populations.
3. Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data
related to individual, aggregate, and population health.
4. Synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical
prevention and population health in developing, implementing, and evaluating interventions to
address health promotion/disease prevention efforts, improve health status/access patterns, and/or
address gaps in care of individuals, aggregates, or populations.
5. Foster a multidisciplinary approach to discuss strategies and garner multifaceted resources to
empower client populations in attaining and maintaining maximal functional wellness.
6. Evaluate care delivery models and/or strategies using concepts related to community,
environmental and occupational health, and cultural and socioeconomic dimensions of health
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REQUIRED COURSE MATERIALS/TEXTBOOKS:
Required:
Macha, K. & McDonough, J. (2012). Epidemiology for advanced nursing practice. Sunbury,
MA: Jones and Bartlett Publishers.
Nash, D., Reigsnyder, J., Fabius, R. & Pracilio, V. (2011). Population health: Creating a culture
of wellness. Sunbury, MA: Jones and Bartlett Publishers.
METHOD OF INSTRUCTION:
Textbooks, Power point slides, quizzes, worksheets, case studies, application problems and practice, and
computer-assisted self-learning instruction.
EVALUATION METHODS:
The final course grade is earned based upon the completion of the following weighted assignments:
Quizzes (5 @ 25 points each)
Epidemiology Paper and PowerPoint Presentation (100 points)
CAI or CLAS Standards Certificates (10 points)
Assignments and Worksheets (varied points)
Health and Well-Being Group Paper (70 points)
Health and Well-Being Group PowerPoint Presentation Critique & Peer Evaluation (50 pts)
Total
50%
15%
5%
10%
15%
5%
100
COLLEGE GRADING SCALE:
90-100%
80-89.99%
70-79.99%
60-69.99%
< 60%
=
=
=
=
=
A
B
C
D
F
DISABILITY STATEMENT:
The College of Nursing and Health works in collaboration with the Office of Disability Services (ODS) to
ensure accessibility for all students. Faculty encourages self-referrals at the beginning of the semester. In
fact, requests for disability accommodations are to be initiated by the student through the ODS. Any
student requesting disability accommodations must contact ODS directly. The office is located at 023
Student Union; phone number is 937-775-5680. The website is http://www.wright.edu/disability-services
Once a student is registered with ODS, the student will be provided with an approved accommodation
form. This form must be shared with faculty in order that necessary accommodation(s) are made. This
form must be presented by the student to the faculty BEFORE any accommodations are provided.
ACADEMIC INTEGRITY & PLAGIARISM:
a. Please refer to the University Student Handbook under academic dishonesty and
disruption.
b. Students are expected to follow APA guidelines in terms of plagiarism.
c. Students exhibiting any form of academic dishonesty will earn an “F” in the course.
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COURSE REQUIREMENTS
1. Quizzes: There will be 5 short quizzes throughout the quarter. Each quiz with be worth 25 points.
Students will have 35 – 45 minutes to complete each quiz (depending on quiz content). Quizzes
are not open book/notes unless indicated otherwise by the instructor. Challenges to quiz questions
must be submitted in writing via email to Dr. Boesch. (maura.boesch@wright.edu ) by 8 AM on
the Thursday following the completion of the quiz, and must include a referenced justification for
the request.
2. Assignments and Worksheets: There will be various assignments including discussion board,
genetics module, and worksheets that will comprise 10% of your grade. The worksheets will help
prepare you for the quizzes. The assignments and worksheets have varied point values, and
should be submitted to the designated dropbox.
3. Epidemiology Paper: The assigned paper is 5-10 page paper evaluating the epidemiologic
evidence of a Healthy People 2020 focus area/objective. This is an individual assignment and
each student should choose a different topic. Post your choice on the discussion board: the first
to post the chosen topic gets that topic. The Healthy People 2020 report is found at
www.healthypeople.gov. This project should demonstrate achievement of course objectives. An
electronic version of the paper is due to the Pilot dropbox. The electronic paper will be submitted
to Turnitin.com to evaluate for plagiarism. APA format will be graded according to the second
printing of the 6th edition of the Publication Manual of the American Psychological Association
(2001). ). Be sure to use images (pie charts, tables, graphs, etc) to illustrate your points &
demonstrate your understanding of the ways to summarize data. Please see the grading rubric
under “content” on Pilot for more information about the paper.
4. Epidemiology power point presentation: Based on your epidemiology scholarly paper, share
your information with your colleagues via a power point presentation. You are expected to refer
to Healthy People 2020 when determining leading health indicators and priorities for action.
Please post the presentation both on the discussion board and to the Pilot dropbox for instructor
feedback.
5. Self-Study: Choose 1 of the following 2 options to complete during Week 5:
A. Computer Assisted Instruction Program: Salmonella in the Caribbean (CAI). The
CAI is a self –paced investigative epidemiologic program available on-line. If your computer is
not compatible with the program you can use the computer lab at the College of Nursing. Make
sure you keep good notes as the program progresses. Each student is to submit the CNE certificate
along with all interim notes taken during the CAI completion by the due date. The CAI can be
accessed at http://www.cdc.gov/epicasestudies/computer_salmonella.html. Each student is to
submit a final report along with all personal interim notes taken during the CAI completion by the
due date. Just scan your notes on your computer printer & include them with your final report (fill
in the blanks. Final report is part of the CAI).
B. Complete all 3 modules of the Culturally Competent Nursing Care – A Cornerstone of
Caring – (CLAS Standards at the Office of Minority Health, Department of Health and Human
Services) - (and receive 9 continuing education credits –for FREE!). Access at:
https://ccnm.thinkculturalhealth.hhs.gov/
This is a free program where you register to begin the program and complete all 3 modules for 9
CEU’s. You may dropbox a copy of your CEU certificates at the designated dropbox.
6. Health and Well-Being Scholarly Paper: Groups will complete a scholarly paper that meets the
criteria for submission to a peer-reviewed nursing or multi-disciplinary journal. All sections of the
scholarly paper, including the 250-word, single-spaced abstract, and references must be submitted
using 6th edition APA format. A 250 word abstract is required unless specified differently by the
journal. The scholarly paper will be based on the logic, synthesis and conciseness of discussion
and presentations. Scholarly papers should not exceed the designated 15-page limitation. Please
see the grading rubric on Pilot for more information about the paper.
7. Health and Well-Being Presentation: Each group will prepare a presentation highlighting the
major sections of the group paper. Evaluation of the presentation will be based on the content,
format, professional appearance of the PPT slides, professional appearance and delivery style of
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the group presenters, and adherence to a 15-20 minute time period. Each group member is
expected to complete his or her assigned portion of the scholarly paper and contribute the
contracted amount of time and effort on the project. Group or team work is encouraged and
expected for the success of this assignment. You are expected to refer to Healthy People 2020
when determining leading health indicators and priorities for action. Your power point
presentation should be voiced over in Microsoft Power Point (or using another program).
8. Want extra credit? UP to 10 points for watching the film “Escape Fire” “Escape Fire” at the
following link (the WSU library also has a copy of the DVD). Paper due on 4/28/14.
http://www.escapefiremovie.com/
You should write a 3-4 page paper that addresses one of the post- viewing discussion question areas
found on pages 13 & 14 in the Escape Fire screening guide. The screening guide is posted under
content in “course documents.” You should answer all of the questions posed in one of the particular
problem areas. The problems cited are:
 Paying more, getting less
 Overmedication & overtreatment
 An entrenched system
 Treating the whole person
 Preventing disease, enhancing wellness
 The military
COURSE POLICIES
1. Students are responsible for all class content, reading assignments, and information posted on the
bulletin board under NUR 7105.
2. Extensions on assignments must be requested in writing via email prior to the due date of the
assignment. Assignments not received or completed on time (including quizzes) will be graded
as “0.”
3. Course-related emails to Dr. Boesch (maura.boesch@wright.edu ) should contain NUR 7105
somewhere in the subject line.
Topical Outline Next Page
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Topical Outline Spring, 2014 (subject to change based on class needs)
Date
Week 1
01/13/14
Week 2
01/20/14
Martin
Luther
King
Holiday
Topic order of discussion
Introduction to Population Health,
purpose & rationale –
Epidemiology (introduction & history)
– PowerPoints
Population Health: forward, preface, executive
summary (pages xxxv to page 7), and Chapter 1,
Spectrum of Care (PowerPoint and/or Tegrity
Recording)
Student Learning Outcome from
course syllabus:
1. Use epidemiological, social, and
environmental data to draw inferences
regarding the health status of client
populations, i.e., individuals, families,
groups, and communities
Epidemiology Chapter 1, Epidemiology and its
Progress (an introduction & a brief historical
overview) – PowerPoint and/or historical overview
movie presentation courtesy of Dr. Mary Beth
Kaylor
Concepts, models & theories used in
population health approaches
Advocacy
Quality & Safety
Student Learning Outcome from
course syllabus:
Population Health: Chapters 3 (health system
navigation - role of health advocacy and assistance
program, short chapter, no associated PowerPoint),
4, & 5. (continuity of care, and population health
quality & safety. Be clear on why the current focus
on population health, what population health IS, &
the rationale for this perspective.
6. Evaluate care delivery models
and/or strategies using concepts
related to community, environmental
and occupational health, and cultural
and socioeconomic dimensions of
health
Week 3
01/27/14
Readings and Assignment
See Pilot for PowerPoints under “content)
Epidemiology Statistics, & Study
Designs Nursing data resources
Student Learning Outcome from
course syllabus:
3. Analyze epidemiological,
biostatistical, environmental, and other
appropriate scientific data related to
individual, aggregate, and population
health.
Assignment: Begin worksheet one – This
worksheet is due 1/24/14.
Worksheet One due 1/24/14.
Assignment: Begin worksheet two (contains
concepts from Chapters 1, 3, 4, & 5). This
worksheet is due 1/31/14.
Epidemiology: Chapter 2, (statistics--note, this
reading is quite extensive) but much of the chapter
is a review of your research & statistics courses) 3
(study designs), and 4 (nursing resources – brief
PowerPoint with Chapter 4). This week has a few
shorter lectures. The first PowerPoint is an
overview of statistics in epidemiology. The rest are
divided into the respective types of study designs smaller chunks for digestion (!)
Worksheet Two due 1/31/14
Take Quiz #1 (Weeks 1 & 2 content)
5
Date
Week 4
02/03/14
Topic order of discussion
Screening and Prevention
Environmental Epidemiology
Role of Culture in Epidemiology
Student Learning Outcomes from
course syllabus:
3. Analyze epidemiological,
biostatistical, environmental, and other
appropriate scientific data related to
individual, aggregate, and population
health.
Week 5
02/10/14
4. Synthesize concepts, including
psychosocial dimensions and cultural
diversity, related to clinical prevention
and population health in developing,
implementing, and evaluating
interventions to address health
promotion/disease prevention efforts,
improve health status/access patterns,
and/or address gaps in care of
individuals, aggregates, or
populations.
Computer assisted instruction—
investigation of an acute illness
outbreak in a school
Student Learning Outcome from
course syllabus:
3. Analyze epidemiological,
biostatistical, environmental, and other
appropriate scientific data related to
individual, aggregate, and population
health.
4. Synthesize concepts, including
psychosocial dimensions and cultural
diversity, related to clinical prevention
and population health in developing,
implementing, and evaluating
interventions to address health
promotion/disease prevention efforts,
improve health status/access patterns,
and/or address gaps in care of
individuals, aggregates, or
populations.
Readings and Assignment
See Pilot for PowerPoints under “content)
Epidemiology: Chapters 6, 9 & 10 (environment
& culture)
Begin worksheet 3. Worksheet 3 due 2/14/14.
Discussion Board – Texting while Driving –
VIEW video at:
http://www.youtube.com/watch?v=Xk1vCqfYpos
FIRST POSTING DUE 2/10/14 BY 11:00 PM,
RESPONSE POSTING DUE 2/14/14 AT 11:00
pm
No new readings. CAI (Option A) or CLAS
Standard Modules (Option B) Due: 02/14/14 at
11:00 PM:
Option A. Salmonella in the Caribbean (CAI).
The CAI is a self –paced investigative
epidemiologic program available on-line. If your
computer is not compatible with the program you
can use the computer lab at the College of Nursing.
Make sure you keep good notes as the program
progresses. Each student is to submit the CNE
certificate along with all interim notes taken during
the CAI completion by the due date. The CAI can
be accessed at
http://www.cdc.gov/epicasestudies/computer_salm
onella.html. Each student is to submit a final
report along with all personal interim notes taken
during the CAI completion by the due date. Just
scan your notes on your computer printer & include
them with your final report (fill in the blanks. Final
report is part of the CAI).
Option B. Complete all 3 modules of the
Culturally Competent Nursing Care – A
Cornerstone of Caring – (CLAS Standards at the
Office of Minority Health, Department of Health
and Human Services) - (and receive 9 continuing
education credits –for FREE!). Access at:
https://ccnm.thinkculturalhealth.hhs.gov/
6
This is a free program where you register
to begin the program and complete all 3 modules
for 9 CEU’s. You may dropbox a copy of your
CEU certificates at the designated dropbox.
Worksheet 3 due 2/14/14.
Discussion Board on Texting While Driving:
FIRST POSTING DUE 2/10/14 BY 11:00 PM,
RESPONSE POSTING DUE 2/14/14 AT 11:00
pm
Week 6
02/17/14
Epidemiology and Statistics of
Chronic Disease
Student Learning Outcome from
course syllabus:
Epidemiology Chapter 7 (chronic diseases)
Population Health Chapters 7, 8 & 14
(Justification, Business Culture & successful
models).
Begin worksheet 4 – Due 2/28/14.
Week 7
02/24/14
6. Evaluate care delivery models
and/or strategies using concepts
related to community, environmental
and occupational health, and cultural
and socioeconomic dimensions of
health
Epidemiology and Statistics of Acute
Disease & emerging infectious
diseases
Student Learning Outcome from
course syllabus:
Epidemiology Chapter 5 (emerging infectious
diseases)
Population Health Chapter 9 (Information
technology) & 10 (decision support, data use &
data evaluation PowerPoint).
Worksheet 4 – Due 2/28/14
3. Analyze epidemiological,
biostatistical, environmental, and other
appropriate scientific data related to
individual, aggregate, and population
health.
Week 8
03/03/14
Week 9
03/10/14
Spring Break
Epidemiology & Statistics of Genetic
Disease
Determinants of Health
Student Learning Outcome from
course syllabus:
1. Use epidemiological, social, and
environmental data to draw inferences
regarding the health status of client
populations, i.e., individuals, families,
groups, and communities
Begin worksheet 5 – DUE 3/14/14
Spring Break
Social Determinants of Health PowerPoint
Epidemiology Chapter 8 (genetic disease)
Complete Genetics module (see Week 9
Instructions under “content” on Pilot the certificate
is due on 03/21/14 at 11:00 PM)
Epidemiological paper & PowerPoint
presentation due: 3/14/14 at 11:00 PM
Worksheet 5 – DUE 3/14/14
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Topic order of discussion
Week 10
03/17/14
Readings and Assignment
See Pilot for PowerPoints under “content)
Nursing in Pandemics and Emergency
Preparedness
Epidemiology Chapter 11 (Pandemics &
emergencies).
Student Learning Outcome from
course syllabus:
Genetics Certificate due 03/21/14 at 11:00 PM
Take Quiz # 2 – Content from Weeks 3 & 4
2. Develop and monitor
comprehensive, holistic plans of care
that address the health promotion and
disease prevention needs of client
populations.
Week 11
03/24/14
Week 12
03/31/14
Behavior Change & Marketing
Student Learning Outcome from
course syllabus:
2. Develop and monitor
comprehensive, holistic plans of care
that address the health promotion and
disease prevention needs of client
populations.
Population Health Chapters 2 & 11 (behavior
change, marketing).
Population Health Education & Policy
Student Learning Outcome from
course syllabus:
2. Develop and monitor
comprehensive, holistic plans of care
that address the health promotion and
disease prevention needs of client
populations.
Population Health Chapters 12 (Policy
implications) and 16 (pop. education).
Take Quiz #3 – Content from Weeks 6 & 7
Take Quiz #4 – Content from Weeks 9, 10 &11
4. Synthesize concepts, including
psychosocial dimensions and cultural
diversity, related to clinical prevention
and population health in developing,
implementing, and evaluating
interventions to address health
promotion/disease prevention efforts,
improve health status/access patterns,
and/or address gaps in care of
individuals, aggregates, or
populations.
8
Topic order of discussion
Week 13
04/07/14
Week 14
04/14/14
Political, legal & and Ethical
Considerations
Empowerment Models
Student Learning Outcome from
course syllabus:
4. Synthesize concepts, including
psychosocial dimensions and cultural
diversity, related to clinical prevention
and population health in developing,
implementing, and evaluating
interventions to address health
promotion/disease prevention efforts,
improve health status/access patterns,
and/or address gaps in care of
individuals, aggregates, or
populations.
5. Foster a multidisciplinary approach
to discuss strategies and garner
multifaceted resources to empower
client populations in attaining and
maintaining maximal functional
wellness.
Epidemiological applications in
advanced nursing practice
Future of Population Health
Student Learning Outcome from
course syllabus:
4. Synthesize concepts, including
psychosocial dimensions and cultural
diversity, related to clinical prevention
and population health in developing,
implementing, and evaluating
interventions to address health
promotion/disease prevention efforts,
improve health status/access patterns,
and/or address gaps in care of
individuals, aggregates, or
populations.
5. Foster a multidisciplinary approach
to discuss strategies and garner
multifaceted resources to empower
client populations in attaining and
maintaining maximal functional
wellness.
Week 15
04/21/14
Week 16
04/28/14
Read Colleagues Presentations
Escape Fire Extra Credit Paper
Readings and Assignment
See Pilot for PowerPoints under “content)
Epidemiology Chapter 12 (ethical & legal)
Population Health Chapters 6, 13 & 17 (ethical,
legal, risk management & political aspects).
Epidemiology Chapter 13 (application to practice)
Population Health Chapter 18 (future)
Health and Well-Being Paper & Power Point
Presentations Due on 4/17/14 (Thursday) at
11:00 pm
Take Quiz #5 – Content from weeks 12, 13, & 14
EXTRA CREDIT: View the film “Escape Fire”
at the following link (the WSU library also has a
copy of the DVD). Paper due on 4/28/14. 10
points.
http://www.escapefiremovie.com/
Write a 3-4 page paper that addresses one of the postviewing discussion question areas found on pages 13 &
14 in the Escape Fire screening guide. The screening
guide is posted under content in “course documents.”
You should answer all of the questions posed in one of
the particular problem areas. The problems cited are:
 Paying more, getting less
 Overmedication & overtreatment
 An entrenched system
 Treating the whole person
 Preventing disease, enhancing wellness
 The military
Online critique colleague’s ppt. presentation due
04/24/14.
Extra credit paper due 4/28/14 at 11:00 PM.
Online Evaluations
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