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 8275
2. Date:
09/06/12
3. Requested action:
New Course: Application of Best Practices in
x Interdisciplinary Settings
Revision of Active Course
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:
8275. Application of Best Practices in Interdisciplinary Settings (3) P: Graduate status or
consent of the DNP program director. Provides knowledge and skills essential to translate
knowledge to clinical practice using innovation science and quality improvement
research.
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).
Textbooks (Required):
1. Greenhalgh, T., Robert, G., Bate, P., Macfarlane, F., & Kyriakidou, O. (2007).
Diffusion of innovations in health service organizations. Oxford: Blackwell
Publishing Ltd. ISBN-10: 0727918697. ISBN-13: 978-0727918697.
2. Gladwell, M. (2002). The tipping point: How little things can make a big
difference. New York: Little Brown & Co. ISBN-10: 0316346624. IBSN-13: 9780316346624.
3. Skloot, R. (2010). The immortal life of Henrietta Lacks. New York: Crown
Publishers. IBSN-10:1400052173. ISBN-13: 978-1400052172.
4.
Selected readings from current periodicals and URL’s.
Textbooks Required from Previous Courses
b. Course objectives for the course (student – centered, behavioral focus)
Upon completion of this course, students will be able to:
1. Synthesize the state of innovation science/quality improvement research and its
use in facilitating adoption of an evidence-based practice in an organizational
setting within interdisciplinary teams.
2. Evaluate the potential for adoption of an evidence based practice considering
characteristics of the innovation, potential adopters, communication methods
(diffusion and dissemination), and the inner and outer organizational context.
3. Summarize research, analytic methods, and evaluation designs for
implementing and evaluating outcomes of practice, practice patterns, and
systems of care within various practice settings against national benchmarks to
determine variances in practice outcomes and population trends..
4. Develop a plan for the implementation, evaluation, and sustainability of
evidence based practice using strategies from innovation and quality research
science, process and outcome measurement to improve practice and the practice
environment.
5. Use quality improvement methodologies to promote safe, timely, effective,
efficient, equitable and patient-centered care
6.
1.
2.
3.
4.
Explain the importance of sensitivity to diverse organizational cultures and
populations, including patients and providers.
c. Course topic outline
Research Versus Program Evaluation
a. Differences and commonalities
b. Overview of Squire Guidelines
Diffusion of Innovations
a. Characteristics of the innovation, adopter, and communication
b. Barriers and facilitators to innovation implementation
c. Interdisciplinary and inter-organizational influences
d. Implementation and sustainability of evidence-based practice
Quality Improvement Process & Models
a. Quality improvement case studies
b. Quality improvement models in practice
c. P-D-S-A practical use
Selecting the Design and Outcome Variables for an Evaluation Project
a. Data management,
b. Collection protocols and procedures
c. Building data sets
5. Planning Data Analysis
a. IRB process
b. Displaying your data
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:
Discussion board participation (5 DBs worth
4 points each covering topics in course
outline)
20%
Innovation Analysis Paper (formal paper
analyzing the key concepts in the diffusion
of innovation including barriers, adopters,
and facilitating factors)
15%
Design and Outcome Variables Paper (Identify a
clinical issue to integrate the theory/course content.
Paper must critically analyze clinical problems and
apply the concepts of Innovation science and
quality/performance improvement in evidence-based
practice. This can be used as the foundation for the
formal paper including the Scholarly Practicum
project design and outcome variables)
20%
Oral Presentation of Innovation
(On Campus Session: Oral Presentation to peers and
faculty for peer review : Practicum
Overview of clinical problem, , IRB process,
Data Analysis, and Publication options)
15%
Final paper: Complete Project Overview
(formal paper presenting the complete
clinical problem/quality improvement process
planning including the evidence-based practice
initiative and planned
implementation and evaluation)
30%
100%