UNIVERSITY CURRICULUM COMMITTEE
PROPOSAL FOR COURSE CHANGE
1. Is this a Liberal Studies or Diversity Course?
Liberal Studies
2. Course change effective beginning of what term and year?
(ex. Spring 2008, Summer 2008) See effective dates schedule.
3. College
Both
Fall 2007
4. Academic Unit
Consortium of Professional Schools
5. Current course subject/catalog number
Diversity
School of Nursing
NUR 450C
6. Current catalog title, course description, and units. (Copy and paste from current on-line academic catalog).
NUR 450C ADVANCED APPLIED NURSING (8)
Provides opportunity to synthesize and apply the art and science of nursing in varied clinical
settings in the global community. 3 hrs. lecture, 18 hrs. lab. Prerequisite: NUR 350 and NUR
426 and Corequisite: NUR 427 CAP
7. Is course currently cross-listed or co-convened?
If yes, list course
Will this continue?
yes
no
8. Is course an elective?
or required for an academic plan/subplan?
If required, for what academic plan/subplan? All BSN plans
If required, also submit Proposal for New Plan or Plan Change.
9. Will other courses or academic units, be affected by this change? (Consider prerequisites, degree
requirements, etc.)
yes
no
If yes, explain in the justification and provide supporting documentation from the affected departments.
10. Does this change affect community college articulation?
yes
no
If yes, explain how in the justification and provide supporting documentation from the affected institutions.
Is the course a Common Course as defined by your Articulation Task Force? yes
If yes, has the change been approved by the Articulation Task Force? yes
If this course has been listed in the Course Equivalency Guide, should that listing
be left as is,
or be revised?
If revised, how should it be revised?
Revised 8/06
no
no
FOR SECTION 11 ONLY COMPLETE WHAT IS CHANGING.
11.
Only fill in
what is
changing.
If
information
is remaining
the same,
leave the
section
blank.
a. Proposed course subject /catalog number
b. Proposed units 3
c. If subject/catalog number change, is there a course fee attached to the current subject/catalog
number that needs to be moved? Yes
No
If yes, please attach a Justification Form for Instructional Fees indicating the new course subject/catalog
number change.
d. Proposed to co-convene with
Date approved by UGC
(Must be approved by UGC prior to bringing to UCC. Both course syllabi must be presented.)
e. Proposed to cross-list with
(Please submit a single cross-listed syllabus that will be used for all cross-listed courses.)
f. Proposed long course title
Nursing Leadership
(max 100 characters including spaces)
g. Proposed short course title
(max 30 characters including spaces)
Nurs Leadership
h. Proposed catalog course description (max. 30 words, excluding requisites)
This capstone course will provide students with the opportunity to synthesize leadership
principles into the baccalaureate role in nursing.
i. Proposed grading option: Letter grade
Pass/Fail
or Both
(If both, the course may only be offered one way for each respective section.)
j. May course be repeated for additional units ?
yes
no
j.1. If yes, maximum units allowed?
j.2. If yes, may course be repeated for additional units in the same term? (ex. BIO 300, PES 100)
yes
no
k. Please check ONE of the following that most appropriately describes the proposed course change(s):
Lecture w/0 unit embedded lab
Seminar
Field Studies
Lecture only
Lab only
Independent Study
l. Proposed prerequisites (must be completed before)
Clinical
Activity
Research
Supervision
NUR 350
m. Proposed corequisites (must be completed with)
n. If course has no requisites, will all sections of the course require: ( If course has pre or co requisite, skip to question 12)
Instructor consent
Department consent
No consent
Revised 8/06
12. Justification for course change. Please indicate how past assessments of student learning prompted proposed changes.
The didactic portion of this capstone course, including capstone evidence-based practice project,
remain unchanged for students in all BSN plans. The accompanying imbedded clinical portion of
the course is being separated into a separate clinical course for pre-license students (NUR 451) in
both B.S. Nursing (extended major) and B.S. in Nursing: Accelerated Option (extended major).
13. Approvals
Department Chair/ Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only
For University Curriculum Committee
Action taken:
approved as submitted
Date
approved as modified
Note: Submit original to associate provost’s office. That office will provide copies to college dean, department chair, and Academic Information Office.
Revised 8/06
Northern Arizona University
Consortium of Professional Schools
School of Nursing
NUR450C: Advanced Applied Nursing
Spring, 2008
Semester: Spring, 2008
Credits: Three credit hours
Instructor: Kimberly Starr, MSN, BC, CEN, RN



use course email for communication
Home phone (719)336-5166
Office Hours: TBA
Catalog Description:
This capstone course will provide students with the opportunity to synthesize leadership
principles into the baccalaureate role in nursing.
Course Structure/Approach:
The focus of this course is the final synthesis in the development of the Baccalaureate
nursing role. Online lessons will examine issues and integrate core concepts pertinent to
Baccalaureate nursing practice. Student learning will be fostered by the use of reading,
web and library searches, weekly discussions, and reflective writing about leadership
issues in clinical practice. A capstone project, applying evidence-based practice
principles to evaluate current nursing practice and recommend updates, will also be
required.
Revised 8/06
Student Learning Outcomes:
Upon completion, the successful student will be prepared to:
Accountability:
1. Incorporate ethical and legal principles and professional standards in practice.
2. Integrate research findings that support the synthesis of evidence into nursing and
leadership practice.
3. Determine and plan for on-going personal and professional development and
advancement.
Caring:
4. Integrates empathy and therapeutic use of self in professional practice.
Communication:
5. Incorporate effective communication in professional practice.
Clinical Competency:
6. Synthesize theory and evidence-based research in the direct and indirect delivery
of care within professional practice.
Critical Thinking:
7. Integrates the essential aspects of critical thinking towards reflective professional
practice.
Management/Leadership:
8.
Analyze the need for change for individuals, families, teams, and
organizations.
Distinguish between leadership and followership and utilize both effectively
to facilitate personal, professional and organizational growth.
Integrate established principles of management and leadership into
professional practice.
9.
10.
Course Readings:
Required Textbooks:



Grossman, S. & Valiga, T. (2005). The new leadership challenge (2nd ed.).
Philadelphia: FA Davis.
Heim, P. , Murphy, S., & Golant, S.K. (2001). In the company of women: Indirect
aggression among women. New York: Tarcher/Putnam.
Porter-O-Grady, T. & Malloch, K. (2007) Quantum leadership: A textbook of new
leadership (2nd ed.). Sudbury, MA: Jones and Bartlett.
Electronic reserve:
Revised 8/06
Lesson 1: Evidence-based Practice



Cilliska, Do., DeCenso, A., Melnyk, B. M. & Stetler, C. (2005). Using models
and strategies for evidence-based practice. In B.M. Melnyk & E. FineoutOverholt (Eds.) Evidence-based practice in nursing & healthcare. [pp. 185-219].
Phildephia: Lippincott, Williams, & Wilkins.
Collins, S, Voth, T., DiCenso, A., & Guyatt, G. (2005). Finding the evidence. In
A. DiCenso. G. Guyatt. & D. Ciliska (Eds.) Evidence-based nursing: A guide to
clinical practice. Philadelphia: Elsevier Mosby.
Slutsky, J. (2005). Using evidence-based practice guidelines: Tools for improving
practice. In B.M. Melnyk & E. Fineout-Overholt (Eds.) Evidence-based practice
in nursing & healthcare. [pp. 221-236]. Phildephia: Lippincott, Williams, &
Wilkins.
Lesson 2: Delegation


Hopkins, D.L. (2002). Evaluating the knowledge deficits of registered nurses
responsible for supervising nursing assistants. A learning needs assessment
tool. Journal for Nurse Staff Development, 18(3), 152-156.
Niven, C. A., & Scott, P. A. (2003). The need for accurate perception and
informed judgment in determining the appropriate use of the nursing resource:
hearing the patient's voice. Nursing Philosophy, 4(3). 201-210.
Lesson 3: Quality Management



Dlugacz, Y.(2005). Suprise! it's JCAHO. Modern Healthcare, 35(46), 10-1
Lemay,V.(2005). Documentation: Surrendering to paperwork. Nursing2005,
35(4), 14
Kazandjian,V. A., Matthes, N., & Thomas,T. (2001). Errors: can indicators
measure the magnitude? Journal of Evaluation in Clinical Practice, 7(2), 253–
260.
Course Content Outline:
(see Course Calendar for specific dates of these lessons)

Evidence-Based Practice - Week 1
o Reading Assignment (in Electronic Course Reserves)
 Cilliska, Do., DeCenso, A., Melnyk, B. M. & Stetler, C. (2005).
Using models and strategies for evidence-based practice. In B.M.
Melnyk & E. Fineout-Overholt (Eds.) Evidence-based practice in
nursing & healthcare. [pp. 185-219]. Phildephia: Lippincott,
Williams, & Wilkins.
 Collins, S, Voth, T., DiCenso, A., & Guyatt, G. (2005). Finding the
evidence. In A. DiCenso. G. Guyatt. & D. Ciliska (Eds.) Evidence-
Revised 8/06




based nursing: A guide to clinical practice. Philadelphia: Elsevier
Mosby.
 Slutsky, J. (2005). Using evidence-based practice guidelines: Tools
for improving practice. In B.M. Melnyk & E. Fineout-Overholt
(Eds.) Evidence-based practice in nursing & healthcare. [pp. 221236]. Phildephia: Lippincott, Williams, & Wilkins.
o Course Agreement Due
Delegation in Clinical Practice - Week 2
o Reading Assignment (in Electronic Course Reserves)
 Hopkins, D.L. (2002). Evaluating the knowledge deficits of
registered nurses responsible for supervising nursing assistants. A
learning needs assessment tool. Journal for Nurse Staff
Development, 18(3), 152-156.
 Niven, C. A., & Scott, P. A. (2003). The need for accurate
perception and informed judgment in determining the appropriate
use of the nursing resource: hearing the patient's voice. Nursing
Philosophy, 4(3). 201-210.
o Other online readings as noted
Leadership Principles - Week 4 and 5
o Reading Assignment
 Week 4
 Grossman & Valiga: Chapters (1), 2, 3, (4), 5
 Heim, Murphy & Golant: Chapters 1, 2, 10
 Week 5
 Grossman & Valiga: Chapters 9, 10
 Heim, Murphy & Golant: Chapters 11
 Porter-O-Grady & Malloch: Chapters 4, 6, 8, 9
Conflict Resolution - Week 6 and 7
o Reading Assignment
 Week 6
 Grossman & Valiga: Chapters 6
 Heim, Murphy & Golant: Chapters 1-5
 Porter-O-Grady & Malloch: Chapters 7
 Week 7
 Heim, Murphy & Golant: Chapters 6-9
 Porter-O-Grady & Malloch: Chapters 3, 5
o Evidence-Based Practice Assignment Due
Change Theory - Week 8
o Reading Assignment
 Grossman & Valiga: Chapters 7, 8
 Porter-O-Grady & Malloch: Chapters 1, 2, 8, 9, 10
o Philosophy of Nursing Leadership Due
Grading and Evaluation
Revised 8/06
Your grade in this course will be calculated from numerous sources of work:
Graded Assignments
Points
Discussions
8 @ 10 points
80
Leadership Philosophy
100
Evidence-based Practice Project
120
Total Course Points
300
Using the standard NAU grading scale, grades will be calculated as follows:
270-300 points =
A
240-269 points =
B
210-239 points =
C
180-209 points =
D Must repeat course
<180 points =
F Must repeat course
Please note: In order to complete the BSN, a minimum course grade of
C is required.
Assignment due dates:
Assignments, other than discussion postings and quizzes, are due no later than
8:00 a.m. MST on the dates described in the calendar. However, assignments
may be turned in early. Assignments turned in after the due date and time will
have a point reduction of 5% of the total possible points for the assignment for
each day that the assignment is late.
Online Discussion dates: Online discussions are designed to take place over
one week. It is expected that initial contributions to the discussion will occur
earlier in the described time frame (Monday through Friday), and additional
entries, responding to two classmates' postings, is expected prior to the closing
of the discussion topic( responses are accepted through the weekend until the
Discussion closes on Monday morning). All topics will be opened on Mondays,
and closed the following Monday. Please make sure that you are posting to the
correct Discussion; misplaced discussion postings may not be counted.
Discussion postings will be graded according to the stated Rubric. Contributions
to online discussions after the described time frame will not be accepted, and
grade credit will not be awarded.
Please note:
If you anticipate any delay or difficulty with the completion and/or submission of any
assignment, please contact me as soon as possible to negotiate an alternate due date.
Technology problems do occur! But I don’t always know about them, so please keep me
posted about any difficulties or delays. We will make arrangements to make sure you can
complete the needed work to be successful.
Course Policies
ACADEMIC INTEGRITY
The university takes an extremely serious view of violations of academic integrity. As
members of the academic community, NAU’s administration, faculty, staff, and students
are dedicated to promoting an atmosphere of honesty and are committed to maintaining
the academic integrity essential to the educational process. Inherent in this commitment is
Revised 8/06
the belief that academic dishonesty in all forms violates the basic principles of integrity
and impedes learning.
It is the responsibility of individual faculty members to identify instances of academic
dishonesty and recommend penalties to the department chair or college dean in keeping
with the severity of the violation.
The School of Nursing has a responsibility to the public and to the nursing profession;
thus, it reserves the privilege of retaining only those students who, in the judgment of the
faculty, demonstrate high academic standards. These academic standards include honesty,
accountability and accepting responsibility for one's own work. NAU and the School of
Nursing regard acts of academic dishonesty as very serious offenses. These acts include,
but are not limited to, plagiarism, forging an instructor’s signature, stealing tests, copying
from other students, or using “crib notes.” If you are charged with academic dishonesty,
you are subject to the Arizona Board of Regents’ Code of Conduct and procedures
established by NAU that are outlined in the Student Handbook .
It is understood that in this class any written work, such as discussion postings or other
assignments, should represent the student’s own best effort to express their views, though
outside collaboration only in the form of editorial consultation should be considered
acceptable.
It is also understood that in developing any required class projects, the student cites each
reference source and gives the proper credit for an idea, quotation, or finding. Failure to
follow these guidelines, including the citation of the source of referenced material is
unprofessional and violates the code of conduct for professional student behavior.
Disciplinary action will be at the discretion of the professor, following University
guidelines.
You may refer to Appendix G in the NAU Student Handbook for further clarification:
http://www4.nau.edu/stulife/handbookdishonesty.htm
Link to NAU policies
Revised 8/06