Nurs 6991 Advanced Pharmacology II
Master’s Degree Program
Nurse Practitioner Concentration
NURS 6991: Advanced Pharmacology II
Spring 2013
COURSE NUMBER
NURS 6991 G01
COURSE TITLE
Advanced Pharmacology II
CREDIT HOURS
2 credit
CONTACT HOURS
30 classroom hours,
COURSE PLACEMENT
Level II
COURSE DAYS/TIME
Thursdays 7pm-9pm
COURSE LOCATION
Whitby Hall 4th Floor
COURSE FACULTY
Del Doherty, PharmD, MPH
didoherty@stkate.edu
Vicki Ericson, DNP, FNP, ANP
Office : WH 112
Phone : 612-229-5452
Email : vlericson@stkate.edu
Steve Robak, DNP, RN, PNP
Office: Whitby 112
Phone: 651-690-6051
Email: sprobak@stkate.edu
Sue Bikkie DNP, GNP, GCNS, APRN-BC
Office: Whitby Hall 433
Phone: 651-690-6127
Cell: 651-434-8771
Email: psbikkie@stkate.edu
COURSE DESCRIPTION
This course examines pharmacological principles including, pharmacokinetics, pharmacodynamics,
pharmacotherapeutics, and toxicology across the life span. Major drug classifications are reviewed and factors
involved in the assessment of drug-related health problems are identified.
COURSE LEARNING OBJECTIVES/OUTCOMES
1. Examine the economic impact of pharmacologic selections. (Context and Environment);
“Ethics and Social Justice;” NONPF CC 6,7,8; Essentials VI.
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
2. Demonstrate knowledge and understanding of major drug classifications and utilizes a
systematic framework for the selection of pharmacological agents. (Knowledge and
Science) “Discipline-based competency”, Critical and Creative Thinking”; NONPF1, 4.
3. Identify areas for nursing research regarding the impact of pharmacology on clinical
practice. (Personal and Professional Development) “Leadership and Collaboration,
Purposeful Lifelong Learning;” NONPF CC2, 9; Essentials IX.
4. Demonstrate knowledge of principles of pharmacology, including pharmacokinetics and
pharmacodynamics and knowledge of regulations governing prescribing. (Quality and
Safety); “Discipline-based competence”; NONPF CC 3,7,8; Essentials II, III.
5. Integrate factors pertinent for patient education. (Relationship-Centered Care); “Effective
Communication in a Variety of Modes”; NONPF CC 9; Essentials IX.
6. Employ diverse modes of communication for patient education regarding
pharmacological therapy. (Teamwork); “Leadership and Collaboration, Effective
Communication in a Variety of Modes”; NONPF CC 2,5; Essentials II, VII.
Please note. Course learning objectives/outcomes are related to academic and professional standards in nursing.
Please refer to Appendix A for these relationships. Assignments in this course are designed to promote your
achievement of the course learning objectives/outcomes (please refer to “Course Assignments and Grading”).
TEACHING-LEARNING ACTIVITIES
Teaching-learning activities in NURS 6991include (a) class seminars, (b) small group work, (c) online learning
activities, (d) individual and/or group presentations, (e) written assignments. Please refer to “Roles and
Responsibilities in the Teaching-Learning Process” in the Master’s Degree Program Student Policies.
FACULTY EXPECTATIONS
As faculty members, our responsibility is to ensure that you receive the best possible education and learning experiences.
Therefore, students can expect from faculty members that we…
 Appreciate the diversity of our campus and respect the rights of each member.
 Show human concern for each of those with whom we work and study while presenting a positive attitude and
professional demeanor.
 Be on time for class and return from scheduled breaks.
 Respond to e-mail messages and voice mail messages within 24-48 hours, except on weekends and holidays.
 Treat the students with courtesy. Refrain from any behaviors that may distract others. Minimize distraction and
interruptions. This includes limiting private conversations, and keeping phones and pagers in a vibrate mode.
 Understand that this class is a dynamic one, where disagreements may occur. Respect diverse opinions and
listen politely when others are speaking.
 Give everyone a chance to contribute and value hearing all voices.
 Come prepared for the class and having thought about how the day's teaching-learning will unfold.
STUDENT EXPECTATIONS
To create an optimal respectful learning environment for everyone, your faculty members expect you to…
 Appreciate the diversity of our campus and respect the rights of each member.
 Show human concern for each of those with whom you work and study while presenting a positive attitude and
professional demeanor.
 Be on time for class and return from scheduled breaks.
 Treat the faculty members and fellow students with courtesy. Refrain from any behaviors that may distract
others. Minimize distraction and interruptions. This includes limiting private conversations, and keeping phones
and pagers in a vibrate mode.
 Understand that this class is a dynamic one, where disagreements may occur. Respect diverse opinions and
listen politely when others are speaking.
 Give everyone a chance to contribute and value hearing all voices.
 Accept the challenge of doctorate level studying, thinking, and learning. Anticipate that the level and quantity
of work in this course may exceed your prior experiences.
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
 Come to class prepared, having read the assignment beforehand and having thought about how you can
participate in that day's discussion.
COURSE SCHEDULE AND TOPICAL OUTLINE
Our course schedule and topical outline includes dates, topics, learning activities, readings and assignments, and
what to bring to class. Class topics may be revised to address particular areas of interest related to this course.
Sessions that will be conducted in-class (C) and online (O) are included in our course schedule.
C/O
Session/Date
Class Topics
Module 1
2/7
Anti infectives
ON CAMPUS
Module 2
2/14
Upper respiratory
ONLINE
NO CLASS
MEETING
Module 3
2/21
Lower Respiratory
ON CAMPUS
Module 4
2/28
Gastrointestinal
and Genitourinary
ON CAMPUS
Master’s Degree Program
Department of Nursing
Learning
Activities
Read case
discussion, NO
assignment for
online posting,
We will discuss
cases in class!
Case #
121 Otitis
Media(peds
groups)
126 Diabetic foot
infection
(A/GNP groups)
Online case
discussion
Assignment:
(2/7-2/13)
Schwinghammer
Case #
118 Acute
Bronchitis (peds)
119 Community
Acquired
Pneumonia
(A/GNP)
Online case
discussion
assignment:
(2/14-2/20)
Schwinghammer
Case #
29 Chronic
Asthma (Peds
Groups)
30 COPD
(A/GNP groups)
No online case
discussion
Readings/Assignments
Please see D2L module for Readings and Assignments
Wynne & Woo Chapters:
19: Drugs affecting the immune system
24: Drugs used in treating infectious diseases
42: pneumonia
American Academy of Pediatrics Subcommittee on Management
of Acute Otitis Media
http://pediatrics.aappublications.org/content/113/5/1451.full24:
Please see D2L module for Readings and Assignments
26: Durgs used in treating eye and ear disorders
46: Upper respiratory infections, otitis media, and otitis externa
Read Adult and Pediatric Treatment Guidelines for Upper
Respiratory Infections at:
http://www.cdc.gov/getsmart/specific-groups/healthcareproviders.html
Please see D2L module for Readings and Assignments
Wynne & Woo Chapters
17: Drugs affecting respiratory system
30: Asthma and COPD
Review: Expert Panel Report 3: Guidelines for the Diagnosis and
Management of Asthma
http://www.nhlbi.nih.gov/guidelines/current.htm
Review Global Strategy for Diagnosis Management and Prevention
of COPD at: http://www.goldcopd.org/
QUIZ #1 Open 2/21-2/27( Modules 1,2,3) 10 points
Please see D2L module for Readings and Assignments
Wynne & Woo Chapters
16: Review renal content
20: Drugs affecting the GI system
34; Gastroesophageal reflux and peptic ulcer disease
47: Urinary tract infections
MMWR: Managing acute gastroenteritis among children
www.cdc.gov/mmwr/PDF/RR/RR5216.pdf
GI society position statement on management of GERD
http://www.gastrojournal.org/article/S0016-5085%2808%29016065/abstract
Nurs 6991 Advanced Pharmacology II
C/O
Session/Date
Module 5
3/7
Class Topics
Cardiovascular
ON CAMPUS
Module 6
3/14
Cardiovascular
ON CAMPUS
Learning
Activities
Readings/Assignments
Online case discussion
assignment:
(2/28-3/6)
Schwinghammer
Case #
21: DVT (Peds
Groups)
13 HTN (A/GNP
groups)
Please see D2L module for Readings and Assignments
Wynne & Woo Chapters
14: Drugs affecting the autonomic nervous system
16: Drugs affecting the cardiovascular and renal systems.
40: HTN
Review the JNC 7 HTN Guidelines at:
http://www.nhlbi.nih.gov/guidelines/index.htm
Online case discussion
assignment:
(3/7-3/13)
Schwinghammer
Case #
25: Dyslipidemia (Peds
Groups)
15: Heart failure
systolic dysfunction
(A/GNP groups
Please see D2L module for Readings and Assignments
Wynne & Woo Chapters
28: Chronic stable angina and low-risk unstable angina
36: Heart failure
39: Hyperlipidemia
Review: AHRQ Guideline on Management of chronic heart
failure. A national clinical guideline, found at:
http://guideline.gov/content.aspx?id=10587
Review NIH Clinical Guidelines on Hyperlipidemia: ATP III
Guidelines At-A-Glance Quick Desk Reference
www.nhlbi.nih.gov/guidelines/cholesterol/atglance.pdf
Module 7
3/21
Endocrine
ON CAMPUS
Online case discussion
assignment
(3/14-3/20)
Schwinghammer
Case #
83: type II DM New
Onset
(All groups)
Please see D2L module for Readings and Assignments
Wynne & Woo Chapters
21: Drugs affecting the endocrine system
33: Diabetes mellitus
41: Hyperthyroidism and hypthyroidism
Review ICSI guidelines on Diagnosis and management of
Type II DM in adults
http://guideline.gov/content.aspx?id=36905
Review AAFP Management of Type II DM in Yougth at:
http://www.aafp.org/afp/2007/0901/p658.html
Please see D2L module for Readings and Assignments
Wynne & Woo Chapters
14: Drugs affecting the autonomic nervous system
16: Drugs affecting the cardiovascular and renal systems.
40: HTN
Review the JNC 7 HTN Guidelines at:
http://www.nhlbi.nih.gov/guidelines/index.htm
QUIZ 2 (10 points. (Modules 4,5,6,7). Opens 3/21– 3/27)
Module 8
3/28
Spring Break
Spring Break
Spring Break
Online case discussion
assignment:
(3/29-4/3)
Schwinghammer
Case #65: Generalized
Tonic Clonic Seizures
(Peds)
71: Migraine (AGNP)
Please see D2L module for Readings and Assignments
Wynne & Woo Chapters
15: Drugs affecting the central nervous system
35; Headaches
53: Pain management and acute and chronic pain
Module 9
4/4
Neurologic
Disorders
ON CAMPUS
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
Module 10
4/11
Metabolic and
Hematologic
No online
discussion this
week!
ON CAMPUS
Module 11
4/18
Prescription Cost
Comparisons
ON CAMPUS
In class
discussion
presentations
Module 12
4/25
Reproductive
QUIZ 3 (10 points
on modules
9,10,11,12. opens
5/9-5/15)
Online case
discussion
assignment:
(4/18-4/24)
Schwinghammer
Case #
91:
Contraception
(All groups)
No online case
discussion this
week!
Module 13
5/2
Musculoskeletal/
Derm
ON CAMPUS
Module 14
5/9
Psychiatric
ON CAMPUS
Online case
discussion
assignment
(5/2-5/9)
Schwinghammer
Case #
72: ADHD
(Peds Groups)
77: Major
depression
(A/GNP groups)
Please see D2L module for Readings and Assignments
Wynne & Woo chapters
18: Drugs affecting the hematopoietic system
27: Anemia
Review Anemia on AAFP Website at:
http://www.aafp.org/afp/topicModules/viewTopicModule.htm?topic
ModuleId=2
Please see D2L module for Readings and Assignments
31: Contraception
44: Sexually transmitted diseases and vaginitis
Review NIH Menopausal Hormone Therapy Information at:
http://www.nih.gov/PHTindex.htm
QUIZ 3 (10 points on modules 9,10,11,12. opens 4/25-5/1)
Please see D2L module for Readings and Assignments
Wynne & Woo Chapters
23: Drugs affecting the integumentary system
25; Drugs used in treating inflammatory processes
32: Dermatologic conditions
38: Osteoporosis and HRT
Review AHRQ guidelines for dx and treatment of Osteoporosis at:
http://guidelines.gov/content.aspx?id=13967
Wynne & Woo Chapters
22 Drugs affecting the reproductive system
Please see D2L module for Readings and Assignments
Wynne & Woo Chapters
14: Review autonomic nervous system
29: Anxiety and depression
43: Smoking cessation
Medicines for treating depression in adults:
http://effectivehealthcare.ahrq.gov/index.cfm/search-for-guidesreviews-and-reports/?productid=1142&pageaction=displayproduct
Review AAP clinical practice guidelines for dx and treatment of
ADHD (link to article on D2lL home page)
Module 14
5/16
REVIEW
ON CAMPUS
Review for Final
Exam.
Module 15
FINAL EXAM
Final Exam Online 30 points on all modules.
ONLINE
Open from 5/16-5/22
Please note. Class sessions will be conducted either in-class (C) or online (O).
COURSE ASSIGNMENTS AND GRADING
Assignments, assigned points, and due dates will be reviewed during our first class session. Rubrics are used to
evaluate course assignments and also address the integrating concepts related to each course assignment.
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
Name of
Assignment
Classroom Assignments
OTC /Rx Drug Cost comparison
Online discussions Group Leader
Online discussions group participants
Exams
Quiz #1
Quiz #2
Quiz #3
Final Exam (cumulative)
Related Course
Objective(s)
Total
Possible Points
1,2,4,5
1,2,3,4,5,6
1,2,3,4,5,6
__ 10
(15 X 2 ) 30
(Total Points) 25
Total Points
__ 10
__ 10
__ 10
30
125____ points
%
__%
__%
Due
Date
4/15
__% 2/21 - 2/27
__% 3/21 – 3/27
__% 4/25 – 5/1
5/16 – 5/22
100%
Assignments:
Students are responsible for completing all course assignments and learning activities. Course assignments are due at
the beginning of class on the scheduled due date. Please submit written assignments by using the Desire2Learn (D2L)
course site. Assignments and papers will be returned at the next class session. Late assignments will not be accepted
unless you notify faculty assigned to this course by e-mail or voice mail prior to when the assignment is due. Thank
you!
Online case discussions.
Students will be divided into groups of 5 or 6 for the online case discussions.
Each week a case is assigned to groups for online discussion.
Group Leaders will be designated for each week. The group leaders will be responsible for posting answers to the
case questions, initiating and facilitating the online conversations. Online discussions begin on Thursdays after 9pm
and end Wednesday at 9pm. Please answer the assigned case discussion questions (from the Schwinghammer text)
as the format for your discussions. Each student is expected to make AT LEAST 2 posts for each week. Faculty will
monitor group discussions and add content as needed. The group leader with summarize the discussion and post (in
bulleted notes) the main points of the case discussion. before the discussion closes on Wednesday. Group Leader
points are weighted
The online conversations are enriched by students bringing in additional information from outside readings, through
posing thoughtful questions and taking the initiative to research questions posed by others. There should be a
minimum of 2 additional sources (other than the textbook) cited for each case study. Group leaders will use the
online discussion evaluation rubric to evaluate members.
OTC Cost Comparison Assignment: This information will help you in clinical practice when recommending OTC
medications Each group will be assigned an OTC drug category. Investigate a retail pharmacy to compare and
contrast the number of products available in that category. Use a table format to list the products you found sold in
that category. In addition please list the active ingredients and amounts, and pharmacologic actions, Compare
costs/ dose for each product. Identify any other important findings in your OTC study as well (advertising,
instructions, user friendliness).
Prescription Drug Cost Analysis. This assignment will help you understand the variable costs of generic vs brand
as well as alternatives to expensive pharmaceuticals. Each group will be assigned three medications from a
particular drug classification on which to do a cost analysis. Report the cost of a one month supply of the assigned
medication from at least 3 pharmacies. Your group will present to the class your cost analysis findings along with
information on the pharmacologic action, metabolism, indications, contraindications, starting dose(s), titration
patterns, discontinuation issues, patient education/counseling, and drug interactions. Present this information to the
class in a short (10minute) presentation.
Grading Policy:
NURS 6991must be taken for a grade and must be satisfactorily completed with a minimum grade of B (87% of the
total possible points). Each course assignment must be completed with a minimum grade of C (78% of total possible
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
points). Assignments may be resubmitted once if not completed satisfactorily the first time (if evaluation of
assignment is <78% possible points). Resubmitted assignments receive a maximum of 78% of total possible points
for that assignment. If you have questions about how to complete a particular assignment, please contact faculty
assigned to this course
Grading Scale:
Grades in NURS 6991 are determined as follows:
A
96-100%
A93-95%
B+
90-92%
B
87-89% Passing
B84-86%
C+
81-83%
C
78-80%
C75-77%
D+
72-74%
D
69-71%
F
68% and below
Incomplete Grades:
A grade of incomplete is given only when unusual circumstances deem it appropriate. Ordinarily, such circumstances
would involve matters that are not wholly within your control, such as illness. If you wish to receive an incomplete
grade you must complete a Petition for Incomplete Grade form (available online) no later than the last day of the term
in which course requirements are due. You must be making satisfactory progress in the course and you must have
completed 75% of the course at the time the petition is filed. Incompletes are awarded at the faculty’s discretion. If
granted, the normal deadline for completion of the work is no more than 8 weeks after the last day of classes in the term
in which the course is offered. The course faculty may establish a due date after the normal deadline if you request it
and special circumstances warrant it. The faculty will submit an alternate grade that will automatically be recorded if
you do not complete the requirements for the course by the deadline. If you complete the course requirements in the
time allotted, the faculty must submit the final grade by the deadline. Extensions to the due date originally agreed to by
you and your course faculty must be approved by the academic dean.
COURSE POLICIES
Additional policies related to this course may be found in the Master’s Degree Program Student Policies located in
the online Nursing Student Handbook.
Academic Integrity:
Please refer to the “Academic Integrity Policy” in the Graduate Academic Catalog.
Accommodations:
St. Catherine University is committed to equal access for all and recognizes that disability is an aspect of diversity.
The University’s goal is to create learning environments that are usable, equitable, inclusive, and welcoming. If
there are aspects of the instruction or design of this course that result in barriers to the learning environment,
accurate assessment, or your achievement, please contact me and the Resources for Disabilities office as soon as
possible. Access Consultants can be reached in the O’Neill Center at 651.690.6563 to discuss academic adjustments
or accommodations.
Attendance:
The most significant learning activity is attendance and active participation in all class sessions. Taking initiative in
learning is a hallmark of advanced nursing practice. This requires preparation for all class sessions, the belief that you
have a unique and valuable perspective to offer to class discussions, and the willingness to enter into to our class
discussions. Therefore, attendance will be taken and active participation and engagement in class discussions and
learning activities will be noted.
Regular class attendance is expected and is defined by the format of the course. For online courses, attendance means
following the communication requirements and due dates on the syllabus. For in-class learning, attendance means that
(a) you arrive at class on time and stay for the duration of the class; and (b) whether present or not, you are
responsible for in-class content. For hybrid courses, you must follow both the online and in-class attendance
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
requirements. Failure to attend, for any reason, may be taken into account in the evaluation of your work. First day
attendance (for in-class) or first week online communication (for online learning) is required.
If you will be late or absent for a class session, please e-mail or call faculty assigned to this class, prior to class.
Failure to regularly attend class sessions will result in implementation of the Performance Issue Algorithm/Guided
Improvement Plan described in the Master’s Degree Program Student Policies.
Course Communication:
Please check your St. Kate’s e-mail and D2L regularly for messages and updates related to the course--at least every 23 days. E-mail messages and voice mail messages will be responded to within 24 hours, except on weekends and
holidays. You are encouraged to discuss optimal means of communication with course faculty. In the event of severe
weather on a planned class day or learning event, please monitor e-mail and D2L closely for alternative assignments or
plans. Grades will be posted in the online gradebook on our D2L course site.
Evaluation:
Evaluation is an essential component of this course. Informal and formal evaluations will be conducted during the
course and evaluative data will be used by faculty to improve the course and ensure that learning is being facilitated
through teaching-learning activities and course assignments. Online course and faculty evaluations are completed at
the end of this course. Information about how to complete these online evaluations will be sent by a staff member in
the Department of Nursing, usually before the final class session. Final course evaluations are confidential; only
aggregated data are reported to faculty.
Inclusivity:1
Nurses are called to promote human dignity. In order to be aware of the ever changing environment in nursing and
health care, an open dialogue must be able to occur in a non-threatening environment in which students and faculty
can engage in discussions that are taking place, challenge comments that are made, and evaluate aspects of the
structural environment that support injustice. Bringing attention to expressions of cultural bias is a way to model
against stereotyping. At any time, a moment of consideration can be called. This can and should be called by anyone,
student or faculty, in order to facilitate needed conversation around sensitive issues. These moments are times for all
of us to learn how to become more sensitive in our language and actions. Such dialogues may pertain to stereotypes
related to “race,” sex, religion, gender identity, sexual preference, weight, economic status, and anything that can
impact the dignity of persons, including equitable treatment of patients and students. These moments of consideration
should be freely addressed in the classroom and are an essential aspect of learning in this course.
PROFESSIONAL STANDARDS, WRITING AND TECHNOLOGY REQUIREMENTS
Faculty in the Department of Nursing use professional nursing standards in the development, implementation, and
evaluation of curricula, as well as to promote and evaluate student learning.
In the Nurse Practitioner Concentration of the Master’s Degree Program, professional standards include:
 Code of Ethics for Nurses with Interpretive Statements (ANA, 2001)
 Code of Ethics for Registered Nurses (Canadian Nurses Association, 2008 [Canadian])
 International Council of Nurses Code of Ethics for Nurses (ICN, 2006 [All])
 Core Competencies for Interprofessional Collaborative Practice (Interprofessional Education Collaborative
Expert Panel, 2011)
 The Essentials of Master’s Education in Nursing (AACN, 2011)
 NLNAC Accreditation Standards and Criteria: Master’s Degree Programs (NLNAC, 2012)
 National Task Force Criteria for Nurse Practitioner Programs (NTF, 2012)
 Nurse Practitioner Core Competencies (NONPF, 2012)
 Nursing: Scope and Standards of Practice, 2nd Edition (ANA, 2010)
 Nursing’s Social Policy Statement: The Essence of the Profession (ANA, 2010)
 Quality and Safety Education for Nurses: Graduate Competencies (QSEN, 2011)
Writing and Technology Requirements:
The ability to write, use technology, and communicate effectively is essential in advanced nursing roles.
Professional nursing standards and competencies for advanced nursing practice specifically address these skills.
1
This statement is based on a statement written by NURS 6790 student, Maria Kludt (Spring 2009).
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
Courses in the Master’s Degree Program in Nursing are designed to provide opportunities for you to learn and
develop writing abilities and skills in using technology.
In NURS 6991 written assignments will be evaluated by faculty for (a) the logical flow of ideas and organization of
content; (b) spelling, grammar, and punctuation; and (c) the use of American Psychological Association (APA) style
described in the Publication Manual of the American Psychological Association (American Psychological
Association, 2010). If specific concerns are identified, you will be encouraged to seek assistance with your
professional writing skills, including the use of APA style.
You will also have the opportunity to develop skills in using technology in NURS 6991 Some of these skills include
(a) opening and sending attachments using e-mail, (b) using the course management system for accessing course
information, (c) accessing articles electronically from the Web and using CLICnet, (d) word-processing skills, and (e)
presentation skills using PowerPoint.
CONGRUENCE WITH THE ST. CATHERINE UNIVERSITY MISSION
NURS6991 advances the “Goals of a Liberal Arts Education” at St. Catherine University by challenging you to
incorporate safe pharmacotherapeutics in practice through an understanding of the socioeconomic and ethnic
considerations for pharmacotherapy. Each of the “Goals of a Liberal Arts Education” is related to one or more of the
course objectives and consistent with the teaching and learning activities used in this course. Appendix A presents
these relationships.
TEXTBOOKS AND COURSE MATERIALS
Required texts for this course include:
Required texts for academic writing and use of APA style:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th
ed.). Washington, DC: Author.
Hacker, D., & Sommers, N. (2010). The Bedford handbook (8th ed.). Boston, MA: Bedford/St. Martin’s.
LEARNING RESOURCES
E-mail and D2L will be used for communication among faculty and class participants and for distribution of class
materials. Please go to our D2L course site for course announcements and course learning resources, including course
documents, websites related to course content, and other helpful information.
Please let faculty assigned to this course know if you have any questions about our course syllabus.
Thank you!
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
Appendix A
Relationship of Course Objectives to Academic and Professional Standards
Integrating
Concepts
Context and 1
Environment
(CE)
Related
Course Objectives
Liberal Arts
Goals
Ethics and Social Justice
Diversity and Global
Perspectives
Master’s
Essentials
Essential I: Background for Practice
from Sciences and Humanities
QSEN
(IOMa)
Informatics
(Informatics)
Essential V: Informatics and Healthcare
Technologies
Interprofessional
Nurse Practitioner
Competencies
Competencies
Values/Ethics
Scientific Foundation
Competencies
Interprofessional
Communication
Technology and Information
Literacy Competencies
Effective Communication
in a Variety of Modes
Essential VI: Health Policy and
Advocacy
Policy Competencies
Critical and Creative
Thinking
Essential VIII: Clinical Prevention and
Population Health for Improving Health
Essential I: Background for Practice
from Sciences and Humanities
EvidenceBased Practice
Discipline-Based
Competence
Essential IV: Translating and Integrating
Scholarship into Practice
(EvidenceBased Practice)
Personal and 2,3,5,6
Professional
Development
(PD)
Leadership and
Collaboration
Essential IX: Master’s-Level Nursing
Practice
Quality and
Safety
(QS)
Effective Communication Essential II: Organizational and Systems
in a Variety of Modes
Leadership
Knowledge
and Science
(KS)
1,2,4
1,4,5,6
Teamwork
(TW)
3,6
Discipline-Based
Competence
Leadership and
Collaboration
Roles/
Responsibilities
Ethics Competencies
Leadership Competencies
Independent Practice
Competencies
Quality
Improvement
Safety
Roles/
Responsibilities
Quality Competencies
Health Delivery System
Competencies
Essential IX: Master’s-Level Nursing
Practice
(Quality
Improvement)
PatientCentered Care
Essential II: Organizational and Systems
Leadership
(PatientCentered Care)
Teamwork and
Collaboration
Interprofessional
Communication
(Inter-
Technology and Information
Teams/Teamwork Literacy Competencies
Effective Communication Essential VII: Interprofessional
Master’s Degree Program
Department of Nursing
Scientific Foundation
Competencies
Practice Inquiry
Competencies
Purposeful Lifelong
Learning
Essential III: Quality Improvement and
Safety
Relationship- 4,5
Centered
Care (RC)
ALL
ALL
Ethics Competencies
Independent Practice
Competencies
Leadership Competencies
Nurs 6991 Advanced Pharmacology II
Integrating
Concepts
Related
Course Objectives
Liberal Arts
Goals
in a Variety of Modes
Master’s
Essentials
Collaboration for Improving Patient and
Population Health Outcomes
QSEN
(IOMa)
disciplinary
Teams)
Interprofessional
Competencies
Nurse Practitioner
Competencies
Health Delivery System
Competencies
Please note. aLiberal Arts Goals are defined in the table on the following page. bQSEN competencies are related to the IOM competencies described in Health Professions
Education: A Bridge to Quality (2003) and identified in parentheses.
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
St. Catherine University: Liberal Arts Themes, Goals, and Outcomes
Leadership and
Collaboration:
The ability to lead and
influence for ethical and
responsible action and for
systemic change; the ability to
work well with others,
especially in joint intellectual
effort.
Ethics and Social Justice:
The ability to apply ethical
standards to judge individual
and collective actions; the
development of attitudes and
behaviors that reflect
integrity, honesty,
compassion, and justice in
one’s personal and
professional life.
Diversity and Global
Perspectives: The ability to
understand and analyze the
impact of diversity and
systems of power and
privilege on the individual
and society; the ability to
decipher and honor multiple
and global perspectives in
creating mutual
understanding; the ability to
imagine and take action
towards justice.
Critical and Creative
Inquiry:
The ability to gather, analyze
and critically evaluate
information to develop
reasonable arguments, sound
judgments, and effective
solutions. This ability is
founded on a broad
knowledge of the
achievements of human
creativity and of the variety of
disciplinary approaches for
exploring truths.
Discipline-Based
Competence**: The ability
to demonstrate in-depth
knowledge, values and skills
in at least one major field of
study and to relate
disciplinary approaches to
those of other fields.
Liberal Arts Themes, Goals, and Outcomes
Students will demonstrate leadership and collaboration by their ability to:
a) act from a strong self-concept;
b) transform information into knowledge and knowledge into judgment and action;
c) make timely and relevant decisions based on sound reasoning;
d) discern consequences, including ethical consequences, of decisions and actions;
e) articulate a positive sense of direction and evoke hope;
f) work well in teams and work groups of diverse composition, building consensus and integrating
conflict resolution strategies.
Students will demonstrate a commitment to ethics and social justice by:
a) understanding principles of ethics and social justice from multiple perspectives;
b) understanding Catholic Social Teaching and the Catholic commitment to social justice;
c) applying ethical and justice frameworks to contemporary issues;
d) exhibiting personal and academic integrity;
e) practicing social responsibility through community engagement, citizenship and advocacy.
Students will demonstrate a commitment to diversity and global perspectives by their ability to:
a) understand the experiences and contributions of women across history and cultures;
b) recognize the historic and current relationships within and among cultural communities, locally,
nationally, and globally;
c) identify and critically analyze the intersections and impact of race/ethnicity, gender, social class,
religion, sexual orientation, age, ability and other differences on identity, experience, and systems of
power and privilege;
d) understand how economic, social, religious and political systems interact and how those systems vary
across societies;
e) understand the interrelationships between nature and humans and develop eco-centric perspectives;
f) increase critical cultural competencies and cultural responsiveness through engaging with multiple
communities;
g) take action to dismantle systems of oppression and build a more just world.
Students will demonstrate critical and creative inquiry by their ability to:
a) locate appropriate information from a variety of sources and evaluate its relevance and reliability;
b) organize, describe, interpret, and integrate both qualitative and quantitative information;
c) shape ideas and discern meaning from experience, observation, imagination, and passion;
d) analyze complex issues and arguments in various intellectual contexts (scientific, aesthetic,
philosophical, etc.) and evaluate the validity and soundness of such arguments;
e) develop and evaluate action plans for solving significant social and intellectual problems;
f) demonstrate breadth of knowledge of the major accomplishments of human endeavors and of the
distinct methods of exploring truths (in the natural sciences, social sciences, and the arts and
humanities); *
g) identify and interpret similarities and differences among various disciplinary approaches and examine
the relationships among them.
* Breadth of knowledge applies to all degrees except the graduate degrees, where the focus is on in-depth
development of disciplinary skills.
Students will demonstrate discipline-based competence by their ability to:
a) use in-depth knowledge and engage key ideas in at least one field of study;
b) exercise disciplinary methods and skills, and carry out research or learn independently in that field;
c) develop disciplinary perspective and identity, including an understanding of the route to acquiring
knowledge in that discipline;
d) identify and analyze similarities and differences between the student’s major field and other
disciplinary approaches.
**Discipline-Based Competence applies to all degree programs except the Associate of Arts Degree
Program.
Effective Communication in Students will demonstrate effective communication by the ability to:
a Variety of Modes: The
a) read, view, and listen with understanding and critical discernment;
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
ability to read, write, speak
and listen effectively; the
ability to present information
in a clear and engaging
manner.
Purposeful Life-long
Learning: The ability to
continue personal and
professional development
based on ongoing selfassessment, feedback from
others, and new learning.
Master’s Degree Program
Department of Nursing
Liberal Arts Themes, Goals, and Outcomes
b) organize, evaluate, and communicate ideas effectively through writing and public speaking to various
audiences;
c) prepare and present information visually and through the use of technology;
d) find expression in fine, literary, and performing arts;
e) develop and put into practice interpersonal, group, and cross-cultural communication skills and
listening skills;
f) show competency in a second language (applies only to bachelor’s degree).
Students will demonstrate a commitment to purposeful life-long learning by:
a) assuming responsibility for their own learning;
b) engaging in and reflecting on opportunities that prepare for life after college;
c) practicing a variety of methods of learning, including reading and research, observing and listening,
self assessment and feedback, work and life experience;
d) developing knowledge and strategies for maintaining a balance of body, mind and spirit;
e) reflecting on and developing a meaningful, purposeful, and spiritual life.
Nurs 6991 Advanced Pharmacology II
Nurse Practitioner Core Competencies
Scientific Foundation Competencies
1. Critically analyzes data and evidence for improving advanced nursing practice.
2. Integrates knowledge from the humanities and sciences within the context of nursing science.
3. Translates research and other forms of knowledge to improve practice processes and outcomes.
4. Develops new practice approaches based on the integration of research, theory, and practice knowledge
Leadership Competencies
1. Assumes complex and advanced leadership roles to initiate and guide change.
2. Provides leadership to foster collaboration with multiple stakeholders (e.g. patients, community, integrated health care
teams, and policy makers) to improve health care.
3. Demonstrates leadership that uses critical and reflective thinking.
4. Advocates for improved access, quality and cost effective health care.
5. Advances practice through the development and implementation of innovations incorporating principles of change.
6. Communicates practice knowledge effectively both orally and in writing.
7. Participates in professional organizations and activities that influence advanced practice nursing and/or health outcomes of
a population focus.
Quality Competencies
1. Uses best available evidence to continuously improve quality of clinical practice.
2. Evaluates the relationships among access, cost, quality, and safety and their influence on health care.
3. Evaluates how organizational structure, care processes, financing, marketing and policy decisions impact the quality of
health care.
4. Applies skills in peer review to promote a culture of excellence.
5. Anticipates variations in practice and is proactive in implementing interventions to ensure quality.
Practice Inquiry Competencies
1. Provides leadership in the translation of new knowledge into practice.
2. Generates knowledge from clinical practice to improve practice and patient outcomes.
3. Applies clinical investigative skills to improve health outcomes.
4. Leads practice inquiry, individually or in partnership with others.
5. Disseminates evidence from inquiry to diverse audiences using multiple modalities.
6. Analyzes clinical guidelines for individualized application into practice.
Technology and Information Literacy Competencies
1. Integrates appropriate technologies for knowledge management to improve health care.
2. Translates technical and scientific health information appropriate for various users’ needs.
2a). Assesses the patient’s and caregiver’s educational needs to provide effective, personalized health care.
2b). Coaches the patient and caregiver for positive behavioral change.
3. Demonstrates information literacy skills in complex decision making.
4. Contributes to the design of clinical information systems that promote safe, quality and cost effective care.
5. Uses technology systems that capture data on variables for the evaluation of nursing care.
Policy Competencies
1. Demonstrates an understanding of the interdependence of policy and practice.
2. Advocates for ethical policies that promote access, equity, quality, and cost.
3. Analyzes ethical, legal, and social factors influencing policy development.
4. Contributes in the development of health policy.
5. Analyzes the implications of health policy across disciplines.
6. Evaluates the impact of globalization on health care policy development.
Health Delivery System Competencies
1. Applies knowledge of organizational practices and complex systems to improve health care delivery.
2. Effects health care change using broad based skills including negotiating, consensus-building, and partnering.
3. Minimizes risk to patients and providers at the individual and systems level.
4. Facilitates the development of health care systems that address the needs of culturally diverse populations, providers, and
other stakeholders.
5. Evaluates the impact of health care delivery on patients, providers, other stakeholders, and the environment.
6. Analyzes organizational structure, functions and resources to improve the delivery of care.
7. Collaborates in planning for transitions across the continuum of care.
Master’s Degree Program
Department of Nursing
Nurs 6991 Advanced Pharmacology II
Ethics Competencies
1. Integrates ethical principles in decision making.
2. Evaluates the ethical consequences of decisions.
3. Applies ethically sound solutions to complex issues related to individuals, populations and systems of care.
Independent Practice Competencies
1. Functions as a licensed independent practitioner.
2. Demonstrates the highest level of accountability for professional practice.
3. Practices independently managing previously diagnosed and undiagnosed patients.
3a). Provides the full spectrum of health care services to include health promotion, disease prevention, health protection,
anticipatory guidance, counseling, disease management, palliative, and end of life care.
3b). Uses advanced health assessment skills to differentiate between normal, variations of normal and abnormal
findings.
3c). Employs screening and diagnostic strategies in the development of diagnoses
3d). Prescribes medications within scope of practice
3e). Manages the health/illness status of patients and families over time.
4. Provides patient-centered care recognizing cultural diversity and the patient or designee as a full partner in decisionmaking.
4a). Works to establish a relationship with the patient characterized by mutual respect, empathy, and collaboration.
4b). Creates a climate of patient-centered care to include confidentiality, privacy, comfort, emotional support, mutual
trust, and respect.
4c). Incorporates the patient’s cultural and spiritual preferences, values, and beliefs into health care.
4d). Preserves the patient’s control over decision making by negotiating a mutually acceptable plan of care.
Reference
National Organization of Nurse Practitioner Faculties. (2012). Nurse practitioner core competencies. Retrieved from
http://www.nonpf.com/associations/10789/files/NPCoreCompetenciesFinal2012.pdf
Master’s Degree Program
Department of Nursing