NURS 458/458L-Nursing Management and Leadership (5 units)
SDSU-IV Campus
Spring 2015
COURSE INFORMATION
Class Schedule:
Saturdays 0800-1200 (1/24, 2/7, 3/21, 4/18) & 0800-1300 (5/9)
Course Units:
3 units – lecture
Faculty:
Helina Hoyt RN, MS, PHN (lecture)
Office:
East Faculty Building #116
Office Phone:
760-768-5680
E-mail:
hhoyt@mail.sdsu.edu
Office Hours:
Saturdays before or after class and by appointment
2 units - clinical
Course Overview
Catalog Description: Theories and functions of nursing management and leadership within health care
systems. Economics of health care.
Course Purpose: The content of this course prepares students for the changing role of the professional
nurse in complex and diverse health care settings. The theories and methods of leadership and
management are explored and applied in the clinical experience. There is an emphasis on critical thinking,
team building, communication, priority setting, collaborative decision-making and advocacy. Students
will use nursing leadership and management theory as well as the basic and applied sciences and
humanities from previous courses.
This course introduces the management functions and leadership roles of professional registered nurses
within the structure of an organization and is grounded in evidence-based leadership principles. Emphasis
is given to organization theory, management theory, behavioral theory and political theory.
Accountability for quality improvement in the provision of nursing care, interdisciplinary communication,
and collaborative relationships are emphasized. Legal authority for nursing practice, the impact of
political and legislative processes and ethical issues in management, are also discussed. Various modes of
inquiry, including nursing process, problem-solving models and decision-making tools are emphasized.
Information competence is increased through computerized database searching. An experiential learning
approach, using group process and case studies, is used to foster critical thinking skills.
Student Learning Outcomes:
Upon completion of this course, the student will be able to:
1. Analyze the elements of organizational design
2. Analyze the integration of components into organizational systems
3. Analyze the concepts used in designing Patient Care Delivery Systems
1
4.
5.
6.
7.
8.
9.
10.
11.
12.
Analyze the leadership role of the professional nurse
Analyze the role of the professional nurse as a manager of client care. Analyze the role of the professional nurse in organizational management.
Analyze selected principles of health care economics
Analyze the financing and management of health care finances.
Analyze the concepts of Quality Improvement.
Analyze the components of Human Resource Management.
Analyze the components of Organization Change. Examine the future role of professional nursing in health care.
Enrollment Information
Pre-requisites:
NURS 415, 415L, & 416.
Co-requisite:
NURS 458L
Course Materials
Texts
Required :
Yoder-Wise, P (2015) Leading and Managing in Nursing, (6th ed). Elsevier/Mosby ISBN-13: 9780323185776
Course Structure and Conduct
Lecture:
Students are expected to keep up with assigned readings and Blackboard discussion questions &
assignments as outlined in the Lecture/Lab Schedule. It is a basic responsibility of professionals to
identify and fulfill their learning needs. On-campus lectures and lab conferences are meant to develop
critical thinking skills and will require preparation for successful completion of learning activities and
group work.
Professional education is by its very nature demanding and time consuming. Students are urged to
manage time carefully.
Clinical Laboratory:
All students will participate in the clinical portion of the course and must successfully complete 90 hours
in the clinical setting by the end of the semester. Application of theoretical concepts and principles will
be made under the direction and supervision of clinical instructors and preceptors. Performance and
practice in the clinical setting constitutes a large portion of the students assigned time in the program.
There will be group meetings during the clinical experience with all students and clinical faculty. Specific
days/times for these meetings will be provided by the clinical faculty. It is the student’s responsibility to
follow the syllabus and check Blackboard frequently for Announcements. Your clinical faculty will also
identify preferred methods of communication in urgent and non-emergent matters.
Course Assessment and Grading
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Grading Scale: You will receive 2 grades for N458 (one final grade for the lecture component and one
final grade for the clinical component. A grade lower than a C in either portion of the course will result
in a course failure requiring that both components will have to be repeated.
A
AB+
93-100
90-92
87-89
B
BC+
83-86
80-82
77-79
C
CD+
73-76
70-72
67-69
D
DF
63-66
60-62
<60
Lecture Grading:
Exam 1 =
25 %
Exam 2 =
25 %
Exam 3 =
25 %
BB Discussion Questions/Assignments =
15 %
Participation/attendance =
10 %
Clinical Grading:
Group Evidence Based Practice/Change Project =
50 %
Journals =
22.5 %
Clinical Preparedness and Professionalism =
22.5 %
Preceptor(s) Thank You Letters =
5%
LECTURE GRADING
Exams:
Attendance for all exams is expected. No provision is made for exams missed because of unexcused
absences from class. Unless a prior arrangement for an excused absence is obtained, a grade of F (0%)
will be given for the exam that is missed. Make-up exams may differ from the original exam and may be
of a different nature (e.g., essay, short answer, matching, etc.)
Test security is strictly maintained during both tests and review sessions. During exams, students must
leave all parcels, phones, pagers, PDAs, etc. at the front of the room. Students are allowed to have
pencils, erasers, and one scantron at their desks. Further, if you arrive to the classroom on an exam day
after any students have turned in their exam and left the classroom, you will not be permitted to take the
exam. Any student who, in the judgment of the faculty, is cheating during a test will receive a zero for
that test and will be reported to the University Judiciary Committee for further action. It is the
responsibility of the student to avoid any behavior which could give rise to a suspicion of cheating.
During test reviews, neither writing nor recording are allowed.
Scantrons: You can use the green scantrons available in the IVC bookstore.
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Homework: Homework due dates and assignment point value and directions will be posted on
Blackboard.
Participation/Attendance: Class participation is the essence of any adult learning experience. The
learning experience is enriched by those that actively engage and not solely influenced or born by faculty.
We each share in the responsibility for achieving the defined objectives. Therefore, student grades (10
points overall) will reflect the degree of participation and overall contribution each student makes in
achieving the goals of the course including attendance for on-campus lectures. Attendance will be taken
at the start and end of each on-campus lecture.
Criteria for Measuring Class Participation:
1. Be present and on time
2. Turn off cellular and/or mobile devices
3. Come prepared by completing all reading in the text and on blackboard
4. Complete all in-class assignments
5. Respect the people and the process
6. Ask relevant questions
7. Provide input/insight through personal reference and experience
8. Share additional information and materials (articles, etc.) that “add value” and enrich the learning
experience for all involved
9. Attendance will be assessed using class sign rosters and weekly discussion questions.
10. Absences authorized in advance by the course coordinator can be made up through the following
process. First absence – submit a 1 page essay on professionalism in nursing with 2 references within 1
week of missed class. Second absence – submit a 2 page reflective essay on your growth as a professional
nurse during your tenure in nursing school, include at least one example of when you demonstrated
professionalism in your practice.
CLINICAL GRADING
Clinical Lab Hour Requirements
Each student will need to fulfill 90 clinical hours during the semester. Students will receive credit for
their post conference time (determined by your clinical faculty member) as well as 8 hours for group
work on your Evidence Based Practice Project. The remaining time will be met by working with your
preceptor at your assigned agencies. In addition, participation in community events/professional
meetings/conferences is expected and can be used to meet some of your clinical hours (these activities
must be approved by your clinical faculty and the student must show how the event they are
attending meets course objectives/outcomes). The number of clinical hours for these community
activities will be determined by your clinical faculty member.
Potential list of community activities (must be cleared with clinical faculty):






Board Meeting (required)*can be hospital board, school board, Imperial County Board of
Supervisors, Local Health Authority
ACNL: Association for California Nurse Leaders-San Diego/Imperial County Section
SDSU Student Research Symposium
Toastmasters
Local Nursing Organization/Chapter meeting (required)
Sigma Theta Tau International Meeting
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








ACNL-Innovations Conference
California Student Nurses Association Meeting
AACN Meetings (1st Wednesdays/month at 1730; location & topic TBD)
Oncology Nursing Society (ONS) meetings (3rd Thursday/ month; dinner meeting at 1800; topics
and locations TBD)
A visit to a local/state policy maker
Attending leadership conference
Evidence Based Practice workshops, presentations, meetings
State/Local open forums
Non-profit organizations- meetings, forums- especially anything related to health
Evidence-based/change practice (EBP) project:
Learning how to manage and facilitate change is one of the major components necessary to developing
future nurse leaders. The group EBP project will provide the student the experience to initiate and
coordinate planned change in a health care organization.
The purpose of this assignment is to engage the student in an analysis of evidence-based practice within
their clinical experiences. The assignment will account for 50% of the clinical grade and will be divided
into 3 phases plus a peer review. Your clinical instructor will assign deadlines for each phase of the
project.
Phase I: Problem Identification and Evidence-Base
1. Problem Identification: EBP topics will be selected during lecture in Week #1. Students will
work with their clinical faculty to best determine an appropriate PICOT question.
2. Review of literature: The review of literature should begin with a description of the search
process used to identify articles. The majority of the literature reviewed should utilize systematic
reviews, meta-analysis, or clinical guidelines. Individual studies, review articles and clinical
articles can be used as supportive literature for clinical issues with limited research.
Approximately 15 citations should be adequate (at least 5 per group member), see your clinical
instructor if you have a problem with a particular content area. Students are encouraged to use
evidence- based sources from the Internet, as appropriate. Use of a clinical/medical librarian is
strongly encouraged and may be required by your clinical instructor.
3. Critical Analysis: The critical analysis section should include a discussion of the rationale for the
existing clinical practice, as stated by the nursing staff in light of the review of literature. The
existing practice should be contrasted and compared to the evidence gained from the review of
literature. The individual sources should be critiqued and a summary evidence grid be completed.
Phase II Proposal: Implementation Strategies:
This section should describe the innovation or new practice based on the best evidence and explore
strategies to implement the practice. Change theory should underpin the implementation strategies
selected. Key stakeholders should be identified. Challenges to implementing evidence-based
practice in the identified setting should be included with potential solutions for each challenge
explored. A proposed implementation timeline should be included. Outcomes measures should be
identified and an evaluation plan be proposed.
Phase III Dissemination:
This section will be the materials used to disseminate your project findings to the identified
stakeholders.
1. Presentation of EBP Project: a 10-15 minute overview of the problem, evidence, and proposed plan.
a. Actual PowerPoint slides or some other method of effective communication of project.
b. Handouts materials for key stakeholders
c. 2-3 discussion questions prepared by students to pose to their audience to generate discuss
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about the project and potential for implementation
d. Presentation delivery: professional demeanor, professional dress &discussion generated
Peer Review:
Please be aware that all members of a team for the group-based assignments are expected to function
together and provide peer feedback to keep all students sharing the workload for the assignments equally.
Each group will receive one grade and each group member will receive that grade for the project.
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Evidence-Based Practice/Change Project Grading Guidelines
Criteria for Evaluation
Points
Possible
Points
Earned
Phase I: Problem Identification and Evidence Based Practice Project
1. Practice Problem Identification: Use EBP tools in Blackboard
a. description of problem to be addressed
b. significance of project, to be able to answer the question: So
why is this problem significant
c. Problem statement in PICOT format
d. Query stakeholders about the change needed & identify range
of responses
2. Review of literature: Use EBP tools in Blackboard
a. Document search process for identifying articles. (consult
librarian)
b. Identify key search terms.
c. Search for evidence using the hierarchy addressed in EBP
lecture.
d. Body of evidence presented was necessary and sufficient (15
source minimum)
e. Fill in the Evidence summary Grid provided in the EBP
lecture or by your clinical instructor (attach to paper).
3. Critical Analysis: Use EBP tools in Blackboard
a. Synthesize the evidence.
b. Summarize the implications for Nursing practice
c. Summarize what the evidence supports as the best practice
related to the problem you selected and a conclusion about
whether or not the clinical practice is consistent with the best
practice identified in the evidence.
15
15
20
Phase II: Implementation Strategy-Scholarly Poster or PowerPoint
3. Implementation Plan
a. Protocol outlining the steps involved in the change
in practice
b. Clear identification of a change theory and its application in
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designing the project.
c. Identification of the organizational stakeholders
d. SWOT analysis (strengths, weaknesses, opportunities, and
threats)
e. Cost benefit assessment
f. Proposed timeline
Phase Three: Dissemination
5. PowerPoint presentation to key stakeholders
a. PowerPoint or Poster presentation
b. Handout material for stakeholders (PowerPoint slides,
evidence summary grid, others as needed)
c. 2-3 discussion questions
d. Presentation delivery
15
Professionalism (meeting timelines/quality of work)
10
7
TOTAL POINTS
100
Time Logs/Reflection of Learning:
Students are responsible to submit a weekly time log through Blackboard (Discussion Board/Time Log
File) every Sunday by 2359 as determined by your clinical instructor. These time logs should include the
student’s perception of how they functioned in the leadership and management role achieving the clinical
outcomes. Activities are compared with the course outcomes and logged. Self- evaluation should be
included with each week’s log. This could be how the student feels about their performance, areas of
growth, ideas for desired growth, goals for the following week, and analysis of the preceptor experience.
Time logs will begin 2/15/15.
A final time log is due at the start of lab on Friday, 5/8/15 outlining the total 90 hours completed.
Clinical Preparedness & Professionalism
Clinical preparedness and professionalism accounts for 22.5% of your overall clinical grade. Your
clinical instructors will assign this grade based on the following over the semester:
1. Observed interactions with facility preceptor (nurse manager, nurse educator, clinical nurse
specialist) – examples of interactions include did you clearly communicate what your goals for
the day would be, were you an active participant in the activities that you were asked to attend?
2. Preparedness in the leadership setting: (were you prepared to participate in the activities your
leadership preceptor assigned you and were you able to answer your leadership preceptor’s
questions)?
3. Handing in assignments on time (i.e., journals and EBP/Change Project)
4. Attendance/tardiness (if you were absent did you notify your instructor in a timely mannerprovide a doctor’s note if warranted, were you on time for your leadership rotations and post
conferences, etc)?
5. Were you dressed professionally for your leadership rotation?
6. Did you handle criticism/constructive feedback from your instructor, preceptor, or peers
professionally?
7. Did you honor the confidentiality of the leadership environment you participated in?
8. Observed interactions with your fellow clinical group members (i.e., during work on EBP/Change
Project and in Post Conferences)
Note: Everyone will start the semester with a 100%. Your first offense in each category will result in a
2% point deduction. Example of point deductions: If you are late for clinical preceptorship or post
conference one day you will lose 2% points.
Repeated offenses in each category will result in a minimum of a 4% point deduction per offense and may
result in being placed on a learning contract. Also major professionalism offenses that are viewed as
major/severe by your instructor or preceptor may result in the loss of more than the 2% points for a first
offense or the 4% points for a repeated offense. The total point loss for these major offenses will be left
to the discretion of your clinical instructor and MAY result in a SIGNIFICANT loss of points or even
course failure.
Thank You Letters:
We are guests at the clinical facilities & community agencies we are using throughout the semester.
Further, the leadership preceptors that have agreed to work with us are doing so without any formalized
compensation. Since each preceptor’s time is valuable, it is important to formally thank each of your
primary preceptors by providing them with a thank you letter.
Other Course Policies
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San Diego Nursing Service-Education Consortium: Student Dress Code:
Pre-clinical/Leadership Rotation:
1.
Picture identification badge with name that meets the guidelines of AB 1439, which amended
Chapter 1 of Division 2 of the Business and Professional Code of the State of California. Some
facilities require both student and facility badges, or may allow either student or facility. Your
clinical faculty will provide further direction on badge requirements.
2.
Clean uniform or lab coat over street clothes of knee length or longer. No jeans or visible
midriffs. A lab coat must be worn over scrubs.
3.
Clean, low-heeled shoes with closed toes. Clogs must have a strap around the heels. No sandals
or flip-flops.
4.
Jewelry: Only wedding or simple rings and limited to one per hand. No piercings or
jewelry/hardware may be evident other than one small stud earring per ear.
5.
Hair color must fall within natural occurring shades, be neat, and if long, secured back. Facial
hair must be neatly trimmed.
6.
Tattoos must be covered at all times.
7.
Fingernails must be trimmed short. Light or clear polish without chips is acceptable. No artificial
or acrylic nails or components thereof are permitted.
8.
Make up is to be worn in moderation.
9.
No perfumes or scented lotions.
10.
No low necklines.
11.
Undergarments cannot be visible through the uniform
Academic Dishonesty: Students are reminded to read the University policy on academic
dishonesty/student discipline in the Undergraduate catalog. Academic dishonesty may include, but is not
limited to, cheating, plagiarism, fabrication, and knowingly assisting others in an act of academic
dishonesty. Any student that engages in cheating in any form will receive an automatic “F” as a grade
and will be referred immediately to SDSU’s Judicial Procedures Office.
Classroom Protocol: Behaviors that disrupt the classroom environment impede students’ ability to learn.
Examples of these behaviors are: talking during lectures and video presentations, interrupting others while
they are speaking, and arriving late and/or leaving early without previously notifying the instructor of
compelling reasons for entering or exiting the classroom while class is in session (see the 2007-08 SDSU
General Catalog, Student Discipline and Grievances, pgs. 447-448). Students will be notified the first
time that his/her behavior is inappropriate. The next time this inappropriate behavior occurs, SDSU’s
Judicial Procedures Office will be informed for disciplinary action.
Disability Accommodation:
If you are a student with a disability and believe you will need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt
of your accommodations, you should contact Student Disability Services as soon as possible. Please note
that accommodations are not retroactive, and that accommodations based upon disability cannot be
provided until you have presented your instructor with an accommodation letter from Student Disability
Services. Your cooperation is appreciated.
After accommodations have been authorized by SDS, students are responsible for notifying faculty in
advance of the need for accommodation. This can best be accomplished by making an appointment to
meet privately with the faculty member early in the semester, or as soon as possible in the event that a
disability is diagnosed during the course of the semester.
Syllabus Changes: While changes to the syllabus will be avoided as much as possible, I reserve the right
to make changes to the syllabus at any time during the semester. If changes are made, they will be posted
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to Blackboard. Be sure to check Blackboard on a daily basis in the event that changes or announcements
are posted.
Other Policies:
This course requires students to participate in field trips, research or studies that include course work that
will be performed off-campus. Participation in such activities may result in accidents or personal injury.
Students participating in the event are aware of these risks, and agree to hold harmless San Diego State
University, the State of California, the Trustees of the California State University and Colleges and its
officers, employees and agents against all claims, demands, suits, judgments, expenses and costs of any
kind on account of their participation in the activities.
Students using their own vehicles to transport other students to such activities should have current
automobile insurance.
Detailed Student Learning Outcomes
The student will have achieved 100% satisfactory completion by the end of the
course:
1.
Analyze the elements of organizational design
1.1 Examine the evolution of management theories.
1.2 Compare and contrast organizational structures such as functional,
bureaucratic, matrix. 1.3 Analyze components of organizational culture.
2.
Analyze the integration of components into organizational systems. 2.1 Examine the purpose and philosophy statements of organizations.
2.2 Appraise the transformation of goals into outcomes and plans of
action.
3.
Analyze the concepts used in designing Patient Care Delivery Systems
3.1 Compare Patient Classification Systems used in designing staffing
systems. 3.2 Compare methods of assigning staff in hospital and community based
care systems.
4.
Analyze the leadership role of the professional nurse. 4.1 Examine the evolution of leadership theories. 4.2 Compare and contrast leadership styles. 4.3 Compare and contrast decision making models.
4.4 Examine the structure and implementation of power in the health care
system.
5.
Analyze the role of the professional nurse as a manager of client care.
5.1 Compare the role of the direct care provider and the case manager, shift
manager, and unit manager in the delivery of client care. 5.2 Analyze the professional nurse's role in communication, coordination,
consultation, and coaching in the delivery of client care. 5.3 Analyze the principles of delegation in client care.
Lecture
Clinical
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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6.
7.
8.
9.
10.
11.
12.
Analyze the role of the professional nurse in organizational
management.
6.1 Evaluate the purpose and structure of groups. 6.2 Examine factors that determine group norms. 6.3 Analyze leadership and membership roles of groups. 6.4 Analyze the professional nurse's role in communication, coordination,
consultation and coaching in organizational management. 6.5 Assess sources of organizational conflict. 6.6 Compare methods and techniques used in conflict resolution.
Analyze selected principles of health care economics 7.1 Examine the principles of supply and demand.
7.2 Examine the principles of market economies. 7.3 Compare the health care market to other markets.
7.4 Evaluate the impact of political decisions on health care
delivery.
7.5 Compare HMO, PPO, and fee for service structures' impact
on clients,
physicians, nurses and third party payers.
Analyze the financing and management of health care finances. 8.1 Compare and contrast retrospective and prospective
reimbursement for
health care services.
8.2 Evaluate capitation methods for financing health care services. 8.3 Analyze the phases of budget preparation. 8.4 Identify methods of assessing and monitoring productivity.
Analyze the concepts of Quality Improvement. 9.1 Examine phases of the control cycle.
9.2 Evaluate methods to assure quality through such as audits,
benchmarking, professional standard setting and the role of Joint
Commission.
Analyze the components of Human Resource Management. 10.1 Examine methods of recruitment and retention of staff
used by the
health care agency.
10.2 Analyze the method of performance appraisal used by the
health care
agency.
Analyze the components of Organization Change. 11.1 Examine theories used in the change process.
11.2 Analyze strategies used in creating change in the
organization.
11.3 Evaluate tools used in implementing change.
Examine the future role of professional nursing in health care.
12.1 Examine implications of differentiated practice of nursing
in health
care systems.
12.2 Question implications of advanced technology in the
practice of
nursing.
12.3 Evaluate expanded settings for health care delivery and
the nurses'
role in these settings.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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LECTURE/LAB SCHEDULE
Students are expected to complete assigned readings before each class. It is a basic responsibility of
professionals to identify and fulfill their learning needs. Professional education is by its very nature
demanding and time consuming. Students are urged to manage time carefully. Please check Blackboard
Announcements frequently for updates/changes to the schedule.
Lecture Hours (TOTAL=45):
In-class (Saturdays: 1/24, 2/7, 3/21, 4/18 & 5/9) 21 hours + Online through Blackboard (24 hours)
Lab/Clinical Hours (TOTAL=90):
Weekly Time Logs will be required through Blackboard beginning 2/15 and are due each Sunday
by 2359. Final time logs are required to be turned in at the start of lab on Friday, 5/8.
WEEK
1
DATE & TIME
January 24
0800-1200
CLASS
Lecture
On Campus
2
January 31
Online
3
TOPIC
Introduction-Review Syllabus
Beginning of Exam 1 Content
CORE CONCEPTS
Yoder Wise Chapters: 1-4
Yoder Wise Chapters:
5-10
End of Exam #1 Content
ASSIGNMENT
Research Article Critique
DATE DUE
January 31
BB Discussion Questions
Prepare for Exam #1
February 7
February 6
1400-1530
Lab
On Campus
Clinical Overview
EBP Projects
COMPLIANCE
Clinical Conference #1
February 7
0800-1200
Lecture
On Campus
EXAM 1
February 13
1400-1530
February 14
Lab
On Campus
Online
Beginning of Exam #2 Content
MANAGING RESOURCES
Yoder-Wise Chapters
11-15
Clinical Conference #1
Assignment
5
February 21
Online
6
February 27
1400-1530
February 28
March 6
1400-1530
March 7
March 14
Lab
On Campus
Online
Lab
TBD
Online
Online
4
7
8
Clinical Conference #2
Clinical Conference #3
February
27
February
21
1st Time
Log Due
2/15 by
2359
February
27
March 6
BB Discussion Questions
Clinical Conference #4
March 7
March 27
BB Discussion Questions
BB Discussion Questions
Prepare for Exam #2
March 14
March 21
BB Discussion Questions
BB Discussion Questions
Clinical Conference #2
Assignment
Clinical Conference #3
Assignment
February
13
12
9
March 20
10
March 21
0800-1200
11
March 27
1400-1530
March 28
SPRING
BREAK
April 10
1400-1530
April 11
April 18
0800-1200
Lab
On Campus
Online
Lecture
On Campus
April 24
1400-1530
April 25
May 2
May 8
1400-1530
Lab
TBD
Online
Online
Lab
TBD
May 9
0800-1300
Lecture
On Campus
12
13
14
15
16
FINALS
Section
1
Clinical
Opportunity
OPTIONAL
Lecture
On Campus
San Diego/Imperial County
ACNL Innovations Conference
Beginning of Final Exam
Content
CHANGING the STATUS QUO
Yoder-Wide Chapters
EXAM 2
Lab
Clinical Conference #4
Assignment
Clinical Conference #5
April 10
BB Discussion Questions
April 11
Clinical Conference #6
April 24
BB Discussion Questions
April 18
EBP Project: Phase III
Final Time Logs
BB Discussion Questions
Prep for Final Exam
FINAL TIME LOGS
Hard Copy
May 8
Online
Clinical Conference #5
Assignment
INTERPERSONAL &
PROFESSIONAL SKILLS
THE FUTURE of HEALTHCARE
Yoder-Wise Chapters
22-30
Clinical Conference #6
Assignment
End of Final Exam Content
EBP Projects
Clinical Evaluations
Imperial Valley Nursing Council
EBP Conference
Clinical Faculty Contact Information
Gina Parker RN, MSN, PHN:
gparker@mail.sdsu.edu
May 2
May 9
FINAL EXAM
Hospital
Clinical Days
Pioneers Memorial
Hospital & Healthcare
District
TBD
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