Graduate Curriculum Committee Course Proposal Form
for Courses Numbered 6000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
Submission guidelines are posted to the GCC Web site: http://www.ecu.edu/cs-acad/gcc/index.cfm
1. Course prefix and number:
NURS 8270
2. Date:
09/06/12
3. Requested action:
New Course: Population Health in Advanced
x Interdisciplinary Practice
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
to
#
x
Required
#
Elective
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
Expected
Future Delivery
Method(s):
On-campus (face to face)
Distance Course (face to face off campus)
x
Online (delivery of 50% or more of the instruction is offered online)
x
5. Justification (must cite accreditation and/or assessment by the graduate faculty) for new course
or course revision or course renumbering:
The Graduate Faculty of the College of Nursing, in response to the 2004 endorsement by
the American Association of Colleges of Nursing (AACN) to move the entry level
preparation for all advanced practice nursing from the master’s level to the doctorate
level by 2015, determined that the Doctor of Nursing Practice (DNP) will be offered. The
DNP degree more accurately reflects competencies required for the complexities of the
evolving healthcare environment, prepares graduates for leadership in practice, and
translates research into evidence-based practice that promotes high quality and safe
patient care. This course proposal supports this endeavor and is approved by the graduate
faculty at the College of Nursing.
6. Course description exactly as it should appear in the next catalog:
8270. Population Health in Advanced Interdisciplinary Practice (3) P: Admission to the
DNP program or consent of the DNP program director. Implementation of specialty
population-based disease prevention and health promotion activities to achieve national
and international goals of improving worldwide health status.
7. If this is a course revision, briefly describe the requested change:
8. Course credit:
Lecture Hours
3
3
Weekly
OR
Per Term
Credit Hours
Lab
Weekly
OR
Per Term
Credit Hours
s.h.
Studio
Weekly
OR
Per Term
Credit Hours
s.h.
Practicum
Weekly
OR
Per Term
Credit Hours
s.h.
Internship
Weekly
OR
Per Term
Credit Hours
s.h.
Other (e.g., independent study) Please explain.
s.h.
3
Total Credit Hours
25
9. Anticipated annual student enrollment:
10. Changes in degree hours of your programs:
Degree(s)/Program(s)
Changes in Degree Hours
DNP CON
N/A
11. Affected degrees or academic programs, other than your programs:
Degree(s)/Program(s)
Changes in Degree Hours
None
s.h.
N/A
12. Overlapping or duplication with affected units or programs:
x Not applicable
Documentation of notification to the affected academic degree programs is
attached.
13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):
x Not applicable
Applicable and CTE has given their approval.
14. University Service-Learning Committee (USLC) approval:
x Not applicable
Applicable and USLC has given their approval.
s.h.
15. Statements of support:
a. Staff
x Current staff is adequate
Additional staff is needed (describe needs in the box below):
b. Facilities
x Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
c. Library
x
Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an
estimate for the cost of acquisition of required initial resources):
d. Unit computer resources
x
Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief
explanation and an estimate for the cost of acquisition):
e. ITCS resources
x
ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for
instructions):
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country. Include ISBN (when applicable).
1. APA (2009). Publication manual of the American Psychological Association
(6th ed., 2nd printing). Washington, D.C.: American Psychological Association.
ISBN-13: 978-1433805615
2. De Chesnay, M. & Anderson, B. (2012). Caring for the vulnerable (3rd Ed.).
Burlington, MA: Jones & Bartlett Learning. ISBN: 978-1-4496-3592
3. Society for Public Health Education. (2010). Health promotion programs: From
theory to practice. San Francisco, CA: Jossey-Bass. ISBN-13: 978-0470241554
4. Selected readings from current periodicals and URLs
b. Course objectives for the course (student – centered, behavioral focus)
Upon completion of this course, students will be able to:
1. Analyze epidemiological, biostatistical, environmental and other appropriate
scientific data related to individual, aggregate, and population health to identify
potential and emerging health hazards.
2. Evaluate care delivery models and strategies using concepts related to
community, environment, and occupational health and cultural and
socioeconomic dimensions of health to address disease prevention and
population health.
3. Apply principles of epidemiology and environmental health to address risks to
the health of individuals and their communities.
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. Analyze causal associations in a specific area of interest by using technology.
6. Employ effective communication and collaborative skills in the development
and implementation of practice models, peer review, practice guidelines, health
policy, standards of care, and/or other scholarly products.
7. Lead interprofessional teams in the analysis of complex practice and
organizational issues.
8. Conduct a comprehensive and systematic assessment of health and illness
parameters in complex situations, incorporating diverse and culturally sensitive
approaches.
c. Course topic outline
1. Overview of relevant theories and healthcare delivery models
a. Self-efficacy Theory
b. Stages of Change
c. Health Belief Model
d. Social Ecological model/Ecological model of health
e. Resiliency Model
2. Role of Government in Healthcare
a. Rural Health
b. Re-engineering care
c. Public policy development
d. Healthy People 2020
3. Health Promotion and Disease Prevention
a. Community Assessment and the role of public health
b. Personal and community health promotion
c. National Guidelines and Standards Evaluation
d. Wellness Continuum
e. Barriers to health care access
4. Environmental Health and Epidemiology Process and Outcome
a. Measurements of Disease Occurrence,
b. Disease Transmission and Interaction of Host, Agent, and Environment
c. Studies of Disease Outcomes
d. Application of epidemiological findings in clinical practice
5. Cultural Differences Impacting Health Care,
a. Theories related to cultural care including Leininger’s Culture Care
Theory
b. Community cultural assessment
c. Strategies to embrace cultural differences
6. Specific Health Issues Affecting Certain Populations, including
a. HIV
b. Homeless
c. Wounded Warriors/Military population
7. Health Disparities and Vulnerable populations
a. Determination of vulnerability
b. Policy and intervention planning and evaluation
c. Nursing Advocacy
8. Emerging Infectious Diseases
a. Population-based factors influencing emerging infectious diseases
b. Community-based strategies for prevention and management
9. The Role of the DNP and advanced practice nurse in population health
a. Informing policy development
b. Implementation of evidence-based practice
c. Evaluation of strategies
d. Improving health care systems
e. Building on Strengths of the community
10. Bioterrorism/Disaster Preparedness
a. Stages of Preparedness
b. Assessment of Risks
c. Role in preparation and response
d. Local, state, federal, and international resources
11. Ethical Issues,
a. Genetic Issues
b. Rationing of services
c. End of life care
d. List of course assignments, weighting of each assignment, and grading/evaluation system
for determining a grade
Grading Scale
93-100 = A
85-92 = B
77-84 = C
<76 = F
Evaluation Methods:
Online Discussion Board Participation
(5 discussion boards worth 4 points each
based on course outline module)
10%
Community of Interest Assessment
(formal paper including an analysis of
community needs/community assessment
including vulnerable population and
epidemiological data)
30%
Final Paper (formal paper on community
of interest including evidence-based strategies
to address health disparities and clinical
leadership in population health)
35%
Community of Interest PowerPoint Presentation
(presentation based on community of interest
including assessment overview, key community
issues, evidence-based strategies, and the DNP
role in community health promotion)
25%
100%