UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: NUR 340
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Health and Human Services
4. Academic Unit:
3
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
 Compares and contrasts research with evidence based practice in healthcare.
 Describes how Evidence Based Practice is used to inform and improve the practice of
nursing”
Communication
 Demonstrates professional written communication related to nursing and healthcare
research topics.
Critical Reasoning
 Describes the basic elements of the research process and models of applying evidence to
clinical practice.
 Explains the interrelationships among theory, practice, and research.
Leadership
 Evaluates the credibility of sources of information.
 Identifies nursing practice issues affecting diverse populations.
Professionalism and Professional Values
 Advocates for the protection of human subjects in the conduct of research.
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).
Students taking this course already have earned a Bachelor’s degree. This course was
developed to bring their diverse backgrounds into the realm of nursing research.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
8. Long course title: RESEARCH APPLICATIONS TO NURSING AND HEALTHCARE
(max 100 characters including spaces)
9. Short course title:
Effective Fall 2012
RSRCH APPLCTNS NURSNG & HLTHCR
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
This course focuses on the research process as it relates to healthcare and nursing practice.
Emphasizes understanding of how evidence is developed, and integrates concepts including
clinical judgment, interprofessional perspectives, and patient preference .
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.
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.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
Yes
No
18. Prerequisites:
STA 270
If prerequisites, include the rationale for the prerequisites.
STA 270 is needed in order to understand advanced concepts in NUR 340.
19. Co requisites:
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
No
If yes, include the units specific to each component in the course description above.
Pamela Stetina, PhD, CNE, RN,
21. Names of the current faculty qualified to teach this course: Frank Santorelli, MS, RN Kate
Effective Fall 2012
Watkins, RN, MSN, CNE
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)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Effective Fall 2012
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
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:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
College of Health and Human Services
School of Nursing
SYLLABUS
Course Title: NUR 340: Research Applications to Nursing and Healthcare
Semester: Fall 2015
Credits: Three (3) credit hours; online
Instructors: Pamela Stetina, PhD, CNE, RN
Office Address:
Northern Arizona University
Nursing Building, Room 109
Box 15035
Flagstaff, AZ 86011
Email: BBLearn (preferred) or Pamela.stetina@nau.edu
Office Phone: 928-523-7209
Office Hours: By appointment
Course Prerequisites: STA 270, or equivalent statistics course.
Course Description:
Focuses on the research process as it relates to healthcare and nursing practice. Emphasizes
understanding of how evidence is developed, and integrates concepts including clinical judgment,
interprofessional perspectives, and patient preference.
Course approach and delivery: This online course uses the Blackboard Learn platform for the
delivery of assignments, asynchronous online discussions, and exploration of selected issues. Text
and electronic readings, weekly quizzes, written assignments, and other online assignments are also
included as approaches to learning in this course.
Student Learning Outcomes:
Upon completion of the course, the successful student:
Clinical Practice and Prevention
 Compares and contrasts research with evidence based practice in healthcare.
 Describes how Evidence Based Practice is used to inform and improve the practice of nursing”
Communication
 Demonstrates professional written communication related to nursing and healthcare research
topics.
Critical Reasoning
 Describes the basic elements of the research process and models of applying evidence to clinical
practice.
 Explains the interrelationships among theory, practice, and research.
Effective Fall 2012
Leadership
 Evaluates the credibility of sources of information.
 Identifies nursing practice issues affecting diverse populations.
Professionalism and Professional Values
 Advocates for the protection of human subjects in the conduct of research.
Required textbooks:
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author. 9781433805615
Langford, R. & Young, A. (2013) Making a difference with nursing research. Boston: Pearson. 978-013-234399-2
*Readings as assigned in Blackboard Learn, discussions, and wikis
Recommended Textbooks:
Strunk, W. & White, E.B. (1999). The elements of style (4th ed.). Upper Saddle River, NJ: Pearson.
978-0205309023
Williams, J.M. & Colomb, G.C. (2010). Style: Lessons in clarity and grace (10th ed.). Upper Saddle
River, NJ: Pearson. 978-0205747467
Effective Fall 2012
Course Outline:
Week
Week 1
August 25August 31
Readings
Langford &
Young
Ch 1
Academic
Integrity Tutorial
Week 2
September
1- 7
Blackboard
Learn readings
Langford &
Young
Ch 2 & 8
APA Manual
Assignments & Due Dates*
NAU Academic Integrity Assignment -due August 31st
Discussion 1: Introduce Yourself— see specifics on the BBLearn discussion
board. Initial post due Wednesday August 27th, response by Friday August
29th
Watch Videos
1. How to Stop Procrastinating
APA Assignment (review all of the APA materials before completing the
assignment) - due September 7th
Library Scavenger Hunt Assignment – due September 7th
Watch Videos
1. How to set up a paper using APA
2. Research Part 2: Finding Information in Scholarly Research Articles
Blackboard
Learn readings
Week 3
September
8- 14
Week 4
September
15-21
Week 5
September
22-28
Langford &
Young Ch 9 &
10
Discussion 2: Research and evidence based practice
Initial post due Wednesday September 10th, response by Friday September
12th
Blackboard
Learn readings
Quiz 1 Due
Langford &
Young
Ch 3 & 4;
p. 75-80; 204205
Blackboard
Learn readings
Review text as
needed
Blackboard
Learn readings
Effective Fall 2012
Watch Videos:
1. Evidence Based Practice, Quality Improvement, and Nursing Research
2. Evidence Based Practice in Nursing
Complete CITI certification-due September 21st
How to break down a research article- due September 21st
Watch Videos
1. How to write a research paper
2. Research Critique
Watch Videos:
1. Qualitative vs. Quantitative
Week
Week 6
September
29 -October
5
Readings
Langford &
Young
pp. 68-73
Blackboard
Learn readings
Week 7
October 6-12
Langford &
Young
Ch 5 & 6
Blackboard
Learn readings
Week 8
October 1319
Week 9
October 2026
Week 10
October 27November 2
Week 11
November 29
Week 12
November
10-16
Week 13
November
17-23
Week 14
November
24-30
Week 15
December 17
Week 16
December 811
Review text as
needed
Langford &
Young
Ch 7
Blackboard
Learn readings
Review text as
needed
Blackboard
Learn readings
Review text as
needed
Review text as
needed
Blackboard
Learn readings
Langford &
Young
Ch 5 & 6
Blackboard
Learn readings
Review text as
needed
Reading Week
Finals Week
Assignments & Due Dates*
Discussion 3: Protection of Human Subjects
Initial post due Wednesday October 1st, response by Friday October 3rd
Watch Videos
1. Protecting human subjects research participants
2. Milgram Obedience Study
3. Ethical Issues in Medical Research
Quiz 2 Due
Collaborative Assignment: Sign up for a group for qualitative ethnography
observation assignment. Coordinate via email before you sign up for a group. Due
by October 12th
Watch Videos:
1. Research Part 1: Paradigms and Methodology
Website comparison paper: Clinical Practice Guidelines as EBP -due October
19th
It is time to complete the qualitative observation (collection of field notes).
Watch Videos:
1. Introducing Ethnography
2. Ethnographic Ethics, Interviews and Field notes
3. The Qualities of a Good Qualitative Researcher
Quiz 3 due
Watch Videos:
1. Quantitative vs. Qualitative Data
Qualitative ethnography observation assignment (may do as group) -due
November 9th
Developing a research problem paper: -due November 16th
Watch Videos
1. Critical Appraisal of Evidence
Quiz 4 due
Watch Videos
1. Independent, Dependent and Confounding Variables in Quantitative Research
Discussion 4: Qualitative-Quantitative Questions
Initial post due Wednesday November 26th, response by Friday November
28th
No assignments
End of course evaluation
*Assignments are due 11:59 pm Arizona time the date they are due.
Effective Fall 2012
Assessment of Student Learning
Weighting of course activities and calculation of grade is as follows:
Evaluation Tool
NAU Academic Integrity
Discussions/Participation (1 @ 5 points; 3 @ 10 points)
Library Scavenger Hunt
APA Assignment
CITI Certification
How to break down a research article
Website comparison paper
Developing a research problem paper
Qualitative Ethnography Observation Assignment
Quizzes (4 @ 5 points each)
Total
Points
10
35
10
20
15
25
25
25
25
20
210
Grading Scale
Using the NAU School of Nursing grading scale, grades will be calculated as follows:
 195-210 points = A
 176-194 points = B
 163-175 points = C
 >121 points = F; must repeat and cannot progress in Nursing courses
Partial points are not awarded, and grades are not rounded up or down.
Course Policies
Important Notice: There is strict adherence to every part of the NAU Student Handbook and the
School of Nursing Undergraduate Student Handbook
1. NUR 340 is a rigorous academic course; therefore, it is essential that students communicate with
the professor or the teaching assistant if difficulties arise.
2. Each student is accountable and responsible for knowledge and skills obtained in prerequisite
courses.
3. Each student is expected to complete all readings, all assignments and participate in discussions.
Readings in Blackboard Learn are meant to supplement and clarify the text and are not meant to
replace textbook readings.
4. All papers must be written in the American Psychological Association (APA) format using the 2009
6th edition (typewritten, double-spaced, reference citations, etc.).
5. Microsoft word is the required word processing program for sending papers as attachments.
Submit papers through the links provided on the Course Content page within each module.
Please do not submit pdf documents. Please submit assignments as
lastname_firstname_papername
6. There will be a 10% reduction for each day that assignments are late.
7. Late assignments will not be accepted unless prior arrangements have been made with the
instructor.
8. The NAU academic integrity policy is strictly adhered to in NUR 340.
Effective Fall 2012
9. All assignments are to be completed by each student individually without the help of others unless
specifically identified as a group project or the student has been directed to seek help from a
designated NAU tutor or teaching assistant.
10. Wikipedia is not considered an acceptable, valid, or reliable resource for use in any School of
Nursing coursework. One purpose of this course is to help students identify, appraise, and utilize
valid and reliable professional resources. Wikipedia does not meet these criteria.
11. Papers and assignments over the page limit will cause an automatic reduction in the grade. The
reduction will be based on the content covered outside the page limit.
Communication:
It is important that each student maintains regular contact with the instructor throughout the course
via the course messages to enhance ongoing communication. Faculty will respond within two (2)
business days through course messages unless otherwise notified by faculty. Professional
communication and proper netiquette is expected in all messages, discussions and assignments.
Please see the NAU Classroom Disruption Policy and the Netiquette Home Page for more
information.
Makeup tests and retests
Quizzes may not be made up. No retests will be offered.
Attendance Policy:
Under NAU Policy, students are expected to engage in class and be prepared to participate in the
activities and discussion. We believe active engagement will enrich the learning experience.
Academic Dishonesty/Plagiarism:
All forms of student academic dishonesty, including cheating, fabrication, facilitating academic
dishonesty and plagiarism are prohibited and subject to disciplinary action. Cheating means
intentionally using or attempting to use unauthorized materials, information or study aids in any
academic exercise. Fabrication means intentional and unauthorized falsification or invention of any
information or citation in an academic exercise. Plagiarism means intentionally or knowingly
representing the words or ideas of another, as one's own in any academic exercise. For further
explanation of academic dishonesty refer to the School of Nursing Undergraduate Student Handbook
and Northern Arizona University Student Handbook.
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,
Effective Fall 2012
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.
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.
Effective Fall 2012
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
The Impaired Student policy will be strictly adhered to; there will be no tolerance in for any evidence
of substance abuse.
Effective Fall 2012