NURS6992
Syllabus
1
Department of Nursing
Master’s Degree Program
Revised format: 8.2.13
NURS 6992: Topics: Advanced Pharmacology
J-term, 2014
NURS6992 (CRN: 23195) Course Number
Course Title
Credit Hours
Contact Hours
Course Placement
Topics: Advanced Pharmacology
2 credits (Classroom: 2 credits)
30 classroom hours
Level 2
J-term, 2014
Course Days/Time
Course Location
Course Faculty
Thursdays, 5 PM-9:30 PM
Face-to-face: Jan 9, 2014, Jan 30, 2014
On-line: Jan 2, Jan 16, Jan 23, 2014
Whitby 204A
VaLinda Pearson, PhD, RN Office: 669 Education Building, Mpls
Phone: 651.690.7715 E-mail: vipearson@stkate.edu
Course Description
This course examines pharmacological principles including pharmacokinetics, pharmacodynamics, pharmacogenetics, and major drug classifications from the perspective of the nurse educator. The focus of the course is strategies for teaching of concepts related to pharmacology to pre-licensure nursing students.
Prerequisites and Co-Requisites
Current enrollment in Nurse Educator option
Course Goals
1.
Appreciate the complexity and challenge of teaching pharmacology to pre-licensure nursing students.
2.
Explore strategies for engaging students in active learning approaches to learning pharmacology concepts and content.
3.
Review pharmacology principles and concepts that are challenge pre-licensure students understanding of the application of pharmacology in patient care across the life span.
Course Learning Outcomes
Upon completion of this course, you will be able to:
Student Learning Outcomes
Discuss the professional responsibilities, standards of practice, and legal requirements for the professional nurse as related to the medication administration process.
Integrating Concepts Assessment Methods
Context and Environment Online discussion
Demonstrate knowledge of principles of pharmacology, including pharmacokinetics and pharmacodynamics, major classifications of medications, and principles of adult learning in the teaching of pharmacology
Knowledge and Science In-class presentation of pharmacology teaching assignment
Design active learning strategies in the construction Personal and Professional Case scenario development
Master’s Degree Program
Department of Nursing

NURS6992
Syllabus
2
Student Learning Outcomes and presentation of pharmacology content in prelicensure education
Incorporate extant nursing research related to the teaching of pharmacology and medication administration in the design of educational content for pre-licensure nursing education
Demonstrate relationship-centered care related to medication administration, patient education and application of principles of adult learning in design of content for pre-licensure nursing education.
Integrating Concepts
Development
Quality and Safety
Relationship-Centered
Care
Assessment Methods assignment
Article critique
In-class presentation of pharmacology teaching assignment
Employ diverse modes of communication in preprofessional nursing education regarding pharmacological concepts and content
Teamwork Presentation of challenging concepts
Online discussion
Please note.
Student learning 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
these learning outcomes (please refer to “Course Assignments and Grading”).
Teaching-Learning Activities
Teaching-learning activities in NURS6992 include (a) class seminars, (b) small group work, (c) online learning activities, (d) individual and/or group presentations, (e) experiential learning,(f) written assignments, and (g) other collaborative learning activities. 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 graduate 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

NURS6992
Syllabus
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
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
O Session 1
Jan 2-8, 2014
Class Topics
Regulatory, professional and ethical standards related to pharmacology
Learning Activities
Online discussion
Comparison of 3 state nurse practice acts (MN and two other state
NPAs), review of
National Patient Safety
Standards powerpoints
Readings/Assignments
MN Nurse Practice Act
2014 National Patient Safety
Standards
NCLES-RN test plan
(educator version) related to
Pharmacology and parenterals
Chapters related to legal, regulatory and nursing practice standards related to pharmacology and medication administration/safety
C
O
Session 2
Jan 9, 2014
Session 3
Jan 16, 2014
Review of syllabus and assignments
Principles of pharmacodynamics, pharmacokinetics and pharmacogenomics
Overview of challenging concepts
Teaching pharmacology—active learning strategies
Role of exemplar medications
Developing case scenarios
Discussion
Powerpoints
Small group activities
Online discussions: a) b)
How I would teach this concept
Presentation of a case scenario
Powerpoints
O
C
Session 4
Jan 23, 2014
Session 5
Jan 30, 2014
Selected pharmacological classifications
Powerpoints
Small group discussion a) If I were teaching this classification
Student presentations
Powerpoints, small group learning activities
Please note . Class sessions will be conducted either in-class (C) or online (O).
Master’s Degree Program
Department of Nursing
Student presentations of selected pharmacological classifications
Review chapters related to pharmacodynamics, pharmacokinetics, pharmacogenetics
Selected articles from reference list
Review of chapters related to challenging concepts
Powerpoints
Selected articles from reference list
Review of chapters related to selected pharmacological classifications
Selected articles from reference list

NURS6992
Syllabus
4
Course Assignments and Grading
Course assignments, assigned points, and due dates will be reviewed during our first class session. Assignments are designed to facilitate your achievement of the course learning outcomes and ability to demonstrate specific professional standards and competencies. Rubrics are used to evaluate course assignments.
Total Points % Due Date Assignments
Assignments
Regulatory and standards of practice assignment (discussion)
Developing a pharmacology case scenario
30 points
35 points
13 % Jan 8, 2013
15 % Jan16, 2013
Teaching a challenging concept
Article critique
15 points
50 points
100 points
7 % Jan 16, 2013
22 % Jan 23, 2013
43 % Jan 30, 2013 Pharmacological classification teaching presentation
If I were teaching this classification (discussion)
Total Points
S or U NA Jan 23,2013
230 points 100%
Assignments:
Students are responsible for completing all course assignments and learning activities. Course assignments are due at the beginning of face –to-face classes (5 PM) or by midnight for online assignments on the scheduled due date. Please submit written assignments by using the Desire2Learn (D2L) course site. Late assignments will not be accepted unless you notify Val Pearson by e-mail (vipearson@stkate.edu) or voice mail
(651.690.7715) prior to when the assignment is due. Thank you!
Grading Policy:
NURS 6992 must be taken for a grade and must be satisfactorily completed with a minimum grade of B
(87% of the total possible points). Please see the Grading Policy in the Master’s Degree Program Student
Policies for more information about grading requirements in the Master’s Degree Program. If you have questions about how to complete a particular assignment, please contact Val Pearson.
Grading Scale:
Grades in NURS 2699 are determined as follows:
A 96-100%
A- 93-95%
B+
B
B-
90-92%
87-89% Passing
84-86%
C+ 81-83%
C
C-
78-80%
75-77%
D+
D
F
72-74%
69-71%
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:
Master’s Degree Program
Department of Nursing

NURS6992
Syllabus
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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:
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 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 Val Pearson prior to class
(vipearson@stkate.edu or 651.690.7715). 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 2-3 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 during the designated time period. Information about how to complete these online evaluations will be posted on the course D2L homepage. Student course and faculty 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.
1 This statement is based on a statement written by NURS 6790 student, Maria Kludt (Spring 2009).
Master’s Degree Program
Department of Nursing

NURS6992
Syllabus
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Professional Standards
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 Master’s Degree Program, professional standards include:

Accreditation Commission for Education in Nursing: Master’s Degree Programs (ACEN, 2013)

Code of Ethics for Nurses with Interpretive Statements (ANA, 2001)

Core Competencies of Nurse Educators (NLN, 2005)

International Council of Nurses Code of Ethics for Nurses (ICN, 2012)

Core Competencies for Interprofessional Collaborative Practice (Interprofessional Education Collaborative
Expert Panel, 2011)
 The Essentials of Master’s Education in Nursing
(AACN, 2011)

NLN Education Competencies Model (NLN, 2010)
 Nursing: Scope and Standards of Practice, 2nd Edition (ANA, 2010)

Nursing Professional Development: Scope and Standards of Practice (NNSDO & ANA, 2010)
 Nursing’s Social Policy Statement: The Essence of the Profession (ANA, 2010)

Quality and Safety Education for Nurses: Graduate Competencies (QSEN, 2012)
 The Scope of Practice for Academic Nurse Educators (NLN, 2012)
Writing and Technology Requirements
The ability to write, use technology, and communicate effectively is essential in nursing. Professional nursing standards and competencies for nursing practice specifically address these skills. Courses in the Master’s Degree
Program in Nursing are designed to provide opportunities for you to learn and develop these abilities.
In NURS 6992, 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.
Congruence with the Mission of St. Catherine University
NURS 6992 advances the “Goals of a Liberal Arts Education” at St. Catherine University by challenging you to pursue life-long learning related to the application of active learning strategies in teaching adult learners regardless of content area . Each of the “Goals of a Liberal Arts Education” is related to one or more of the
course learning outcomes and consistent with the teaching and learning activities used in this course. Appendix
A presents these relationships.
Textbooks and Course Materials
There are no required texts for this course. However, you will need access to a recently published nursing pharmacology text book and a recent edition of a nursing drug guide. A list of recommended readings will be included in the course materials on D2L.
Required texts for academic writing and use of APA style include:
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
Master’s Degree Program
Department of Nursing

NURS6992
Syllabus
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E-mail and D2L will be used for communication among faculty and class participants and for access and 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 Val Pearson know if you have any questions about our course syllabus.
Thank you!
Master’s Degree Program
Department of Nursing

NURS6992
Syllabus
Appendix A
Relationship of Student Learning Outcomes to Academic and Professional Standards
Integrating
Concepts
Context and
Environment
(CE)
Knowledge and Science
(KS)
Personal and
Professional
Development
(PD)
Quality and
Safety
(QS)
Related Student
Learning Outcomes
Discuss the professional responsibilities, standards of practice, and legal requirements for the professional nurse as related to the medication administration process.
Demonstrate knowledge of principles of pharmacology, including pharmacokinetics and pharmacodynamics, major classifications of medications, and principles of adult learning in the teaching of pharmacology
Design active learning strategies in the construction and presentation of pharmacology content in prelicensure education
Incorporate extant nursing research related to the teaching of pharmacology and medication administration in the design of educational content for pre
licensure nursing education
Liberal Arts
Goals a
Ethics and Social
Justice
Diversity and
Global
Perspectives
Effective
Communication in a Variety of
Modes
Critical and
Creative Thinking
Discipline-Based
Competence
Leadership and
Collaboration
Purposeful
Lifelong Learning
Effective
Communication in a Variety of
Modes
The Essentials of Master’s
Education in Nursing
Essential I: Background for Practice from Sciences and Humanities
Essential V: Informatics and
Healthcare Technologies
Essential VI: Health Policy and
Advocacy
Essential VIII: Clinical Prevention and Population Health for
Improving Health
Essential I: Background for Practice from Sciences and Humanities
Essential IV: Translating and
Integrating Scholarship into Practice
Evidence-
Based Practice
Essential IX: Master’s-Level
Nursing Practice
Essential II: Organizational and
Systems Leadership
Essential III: Quality Improvement and Safety
QSEN
(Graduate)
Informatics
Quality
Improvement
Safety
Interprofessional
Competencies
Values/Ethics
Interprofessional
Communication
ALL
Roles/
Responsibilities
Roles/
Responsibilities
Core Competencies
of Nurse Educators
VIII. Function within the
Educational Environment
I. Facilitate Learning
V. Function as a Change
Agent and Leader
VI. Pursue Continuous
Improvement in Nurse
Educator Role
VII. Engage in Scholarship
III. Use Assessment and
Evaluation Strategies
IV. Participate in Curriculum
Design and Evaluation of
Program Outcomes
VI. Pursue Continuous
Improvement in Nurse
Educator Role
Master’s Degree Program
Department of Nursing
Nurse Practitioner
Core Competencies
Scientific Foundation
Competencies
Technology and
Information Literacy
Competencies
Policy Competencies
Scientific Foundation
Competencies
Practice Inquiry
Competencies
Ethics Competencies
Leadership
Competencies
Independent Practice
Competencies
Quality Competencies
Health Delivery System
Competencies
Ethics Competencies
8

NURS6992
Syllabus
Integrating
Concepts
Relationship-
Centered
Care (RC)
Related Student
Learning Outcomes
Demonstrate relationship-centered care related to medication administration, patient education and application of principles of adult learning in design of content for prelicensure nursing education.
Liberal Arts
Goals a
Discipline-Based
Competence
The Essentials of Master’s
Education in Nursing
Essential IX: Master’s-Level
Nursing Practice
Teamwork
(TW)
Employ diverse modes of
Leadership and
Collaboration
Essential II: Organizational and
Systems Leadership communication in pre-professional
Effective
Communication in
Essential VII: Interprofessional
Collaboration for Improving Patient nursing education regarding a Variety of
Modes and Population Health Outcomes pharmacological concepts and content
Please note . a Liberal Arts Goals are defined in the table on the following page.
QSEN
(Graduate)
Patient-
Centered Care)
Interprofessional
Competencies
ALL
Core Competencies
of Nurse Educators
I. Facilitate Learning
II. Facilitate Learner
Development and
Socialization
Teamwork and
Collaboration
Interprofessional
Communication
Teams/
Teamwork
VIII. Function within the
Educational Environment
Nurse Practitioner
Core Competencies
Independent Practice
Competencies
Leadership
Competencies
Technology and
Information Literacy
Competencies
Health Delivery System
Competencies
9
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Department of Nursing

NURS6992
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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.
Effective Communication in a
Variety of Modes: The ability to read, write, speak and listen effectively; the ability to present information in a clear and engaging manner.
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.
Students will demonstrate effective communication by the ability to: a) read, view, and listen with understanding and critical discernment; 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).
Purposeful Lifelong Learning:
The ability to continue personal and professional development based on ongoing selfassessment, feedback from others, and new learning.
Master’s Degree Program 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.
Department of Nursing
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-