NORTHERN ARIZONA UNIVERSITY
COLLEGE OF HEALTH AND HUMAN SERVICES
SCHOOL OF NURSING
Global Learning Initiative
Final Addendum Report, May 30, 2013
Prepared by: Karen A. Plager, GLI Team Leader
Introduction
This document constitutes the final report for Global Learning Initiative (GLI) process in
the School of Nursing (SON). An extensive interim report was submitted in July 2012
that documented the first year and a half of work that the SON-GLI team completed in
collaboration and cooperation with the full nursing faculty. A Global Health (GH)
conceptual strand was added to the SON Philosophical and Organizing Framework in
order to integrate the 3 learning themes (global engagement, diversity education, and
sustainable environments) of the GLI into the SON program curricula. As per the interim
report there were 3 parts of the process yet to complete as follows:
1. Undergraduate programs: to integrate GH-related learning activities and
assessment strategies into the undergraduate courses that meet the 3 learning
themes of the GLI;
2. Graduate program: to complete development of GH-related student learning
outcomes for master’s level courses and integrate appropriate learning
activities and assessment strategies into the courses, again, that meet the 3
learning themes of the GLI;
3. Program evaluation: to develop programmatic level assessment strategies to
measure student learning of the GH strand learning themes of global
engagement, diversity education, and sustainable environments.
Process
The SON Faculty completed these final steps of the process during AY 2012-2013.
Members of the GLI Team sit on various faculty committees and worked diligently with
faculty to coordinate these remaining steps and see the process through to fruition. The
GLI Team members on SON committees are as follows: Sue Neder is a member of the
Undergraduate Committee, Enid Rossi is a member of the Graduate Committee, and
Donna Sutton chairs the Program Evaluation Committee. The team members worked in
coordination with the faculty who serve as chairs of these committees, including Pam
Stetina (Undergraduate) and Barbara Tomlinson (Graduate). As well SON faculty who
teach the undergraduate and graduate level courses each contributed to development of
course level students learning outcomes and developed learning activities and assessment
strategies for their respective courses related to the GH strand themes as was appropriate
for each particular course.
1
Undergraduate and Graduate (Masters) Course Learning Activities and Assessment
Strategies
Each program of study (3 undergraduate and 2 masters) addresses the GLI learning
themes through incorporation of learning outcomes with relevant learning activities and
assessment strategies woven into the appropriate courses. Not every undergraduate or
graduate course, however, has one or more GH learning outcomes related to the 3 GLI
learning themes. See Exhibits A and B.
Programmatic Assessment Strategies
Program Evaluation has developed benchmarks for measurement of the programmatic
terminal outcomes for each level of our nursing programs. This document is still in draft
form and is expected to be approved by the full Nursing Faculty at the Welcome Back
Faculty meeting in August 2013. See Exhibit C.
Doctor of Nursing Practice Program
The SON admitted the first cohort of their new post-masters Doctor of Nursing Practice
(DNP) program in the fall 2012. As this program was developed and approved after the
acceptance of the GLI proposal for the SON, it was not included in the GLI proposal
activities. However, this program has developed programmatic terminal outcomes for the
3 GH learning themes which build on the master’s program terminal outcomes. See
Exhibit D. As the DNP courses were being developed, GH content was included. GLItheme learning outcomes, learning activities, and assessment strategies will be developed
further in these courses as they are taught and revised by faculty that teach the respective
courses.
Summary and Acknowledgements
The SON has completed our commitment to integrate the GLI into the nursing program
curricula. This has been an intense 2 1/2-year process that has required the work,
collaboration, and cooperation of everyone of our faculty. While this was a huge job, it
happened at a serendipitous time in the SON when we were just beginning a process of
major change to curricula in order to meet the revised American Academy of Colleges of
Nursing (AACN) baccalaureate and master’s education Essentials documents. All of this
better prepares us for our graduate program (masters re-accreditation and DNP
accreditation) site visit in November 2013. These important and pivotal processes have
been occurring in Nursing over the last 2 ½ years. Now that we have the GLI integrated
into our Nursing programs, the most exciting part will be to see the difference in our
nursing students and graduates who will be better prepared as global citizens and nursing
professionals. Our graduates will understand health issues at not only the local level, but
also at more global levels. Their education at NAU will prepare them for a wide palette
of possibilities in their careers, including careers in global health nursing.
2
Finally, I would personally like to thank all of the GLI team—Susan Neder, Enid Rossi,
Donna Sutton, and Karine Crow (who retired in 5/2012)—for their hard work and
dedication to see the GLI process through to the finish. It has been a joy to work with
each of you. You each brought valuable knowledge, skills, and enthusiasm to this
process. I especially appreciate the work you have done this year while I was on
sabbatical to complete the final steps of the process. Last, but not least, I thank Dean
Debera Thomas for her support of the GLI process and every one of our SON faculty
who have contributed to the process. Without everyone’s commitment, we could not have
succeeded at this task.
3
Exhibit A
Global Learning Initiative
School of Nursing
Undergraduate Course Learning Outcomes, Activities, and Evaluation for GLI
Content
May 2013
I. Traditional
Sophomore Year: 4th term NUR 205, NUR 214, NUR 215
NUR 205 Transition into Nursing
Learning Activities: This course has a global health presentation that is required
of all students. The librarian does a presentation with the students on how to look
up and research their global health topic. During Summer 2013 a number of
students plan to participate in missionary activities in poor countries.
NUR 214 Intro to Health Assessment
Learning Activities: The American Indian Program site provides a distinct
cultural setting, located at St. Michaels on the Navajo Nation.
NUR 215 Pharmacology
Learning Outcomes:
 Recognize variations in drug responses that occur with individuals of various
ages (Diversity Education).
 Incorporate developmental, gender, genetic, economic and other issues that
affect drug therapy (Diversity Education)..
 Discuss proper disposal of the portion of medications that will not be
administered (Sustainability).
Learning Activities
1. Online lectures
 Medications and special populations in first module
 Any issues related to specific drug classifications and treatment of specific
disorders is incorporated throughout
2. Readings
 Pharmacokinetics - age and genetic considerations
 Individual variation in drug responses
 Drug therapy across the lifespan (pregnancy, breast feeding, pediatric patients,
geriatric patients)
 Throughout text specific cultural issues are addressed related to treatment of
disorders or use of medications is altered or contraindicated in a specific
population group (ie. preferred treatment of hypertension in the black
populations
 Weight-based medication dosage calculations and safe range information for
child dosing
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3. Synchronized lecture sessions
 Discuss weight-based dosing
 Discuss pharmacokinetics, cultural, or age related issues in various modules
(ie. administration of inhalers to children, use of spacers)
Traditional
Junior Year: 5th term: NUR 208, NUR 321
NUR 208 Health-Illness Transitions in Chronic Illness
Lecture Learning Outcome and Related Learning Activities: Discusses the impact
of health equity and social justice on nursing and health care in a variety of settings
(Global Engagement).
 Culture voice over powerpoint
 Discuss health people 2020 (briefly)
 Test questions about culture
 Culture piece in patient education brochure (will move to clinical in Fall
2013)
 Discuss statistical variations of disease processes (for example the increased
risk of prostate cancer in the African American culture and the impact of
HIV/AIDS in sub Sahara Africa)
Clinical Learning Outcome and Related Learning Activities: Plans culturally
appropriate care and/or teaching in selected situations (Diversity Education).
 Handout about biohazardous waste
 Simulation patients with diverse backgrounds (varying ethnicities, religious
beliefs, cultures, etc).
 Culture section in care plan forms
NUR 321 Gerontology
Learning Activities: The course meets the global health outcomes through the Life
Review Interview and discussions throughout the course (Diversity Education) and
include:
 Cultural diversity and reflection on caring for the older adult
 Health equity and disparities
 Aging theories
 Impact of biopsychosocial complexities of the older adult health care needs.
Traditional
Junior Year: 6th term: NUR 212, NUR 216, NUR 320
NUR 212 Acute Health Illness
Learning Activities (Tucson section): Students compare guidelines between the
US and another country. They compare and contrast them and then they
write one guideline of the two. Lastly, they make a power point presentation for
the class to review and comment on (Global Engagement).
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Learning Activities (Yuma section: Students complete an Evidence-based
Practice Project that involves the comparison of clinical practice guidelines on a
particular topic between the US & an identified foreign country (Global
Engagement).
NUR 216 Psychiatric/Mental Health Nursing
Learning Outcome: Examines the impact of health equity and social justice on
nursing and health care in a variety of settings (Global Engagement).
Learning Activities:
 Community Service Learning Assignment: Paired Volunteer Experience
with Shelters with related criteria: Examine how your experience at the
homeless shelter relates to social justice?
 Reading assignment: Cultural Heritage Assessment.
 For the online course the students visit the neighborhood and interact (read
biography and view videos) with families and family members from
Hispanic, Filipino, and European backgrounds. The students also blog on
topics related to the mental health of family members, and family
interactions around these issues (Diversity Education).
Assessment Criteria/Grading Rubric:
 Start your cultural assessment to discover how the client sees himself in
terms of ethnic, age, gender, and location identity. Consider socioeconomic and literacy level.
 In analyzing, bring together what you discovered about the
individualized/unique aspects of the patient including his cultural
identity. Investigate cultural values, beliefs and behaviors that are likely to
influence how the patient responds to treatment.
 For planning include what you would do to incorporate culturally
reinforcing care as applicable.
NUR 320 Palliative Care
Palliative Care in Nursing addresses cultural competencies and humility in
palliative care settings. Holistic care is discussed and complementary and
alternative methods of healing that patients and families from other cultures might
utilize are introduce (Diversity Education).
Learning Activities: videos, readings and discussion are used.
1. Videos
 Mourning
Mourning is the outward, social expression of a loss [Video]. How one
outwardly expresses a loss may be dictated by cultural norms, customs,
and practices including rituals and traditions. Some cultures may be very
emotional and verbal in their expression of loss, some may show little
reaction to loss, others may wail or cry loudly, and some may appear stoic
and businesslike. Religious and cultural beliefs may also dictate how long
one mourns and how the survivor "should" act during the bereavement
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period. In addition, outward expression of loss may be influenced by the
individual's personality [Video] and life experiences [Video] (Corless,
2006).
 Angola Prison Hospice
2. Readings: In addition readings include:
 Culture and Spirituality as Domains of Quality of Palliative Care
 Societal Perspectives Regarding Palliative Care
3. Quizzes include questions about culture and care at the end of life.
Traditional
Senior Year: 7th term: NUR 211, NUR 350, NUR 424
NUR 211 Maternal-Child
Learning Activities: Students find a global health research article or journal
article related to women’s or pediatric health and then present a comparison of
that to our concept of care or availability/access to care here in the US, then they
present this to their peers during class (Global Engagement).
NUR 350 Family Case Management
Theory Learning Outcome: Analyzes safety and quality of health care outcomes
for diverse family populations in the home and community settings incorporating
principles of advocacy, leadership, and colaboration (Diversity Education).
Learning Activities:
 Online discussion # 1: Providing nursing care for persons who come from
backgrounds, religious faiths, or life situations different from our own.
 Online discussion #4: Impact of culture, ethnicity, and social class on
healthcare availability and utilization.
 Online discussion #6: The role of the case manager (leadership).
 Online discussion #7: Working with an interdisciplinary team – concepts
of communication, collaboration, coordination, and referral.
 Online discussion #8: Healthcare funding sources and health disparities
that are affected by limited access to health care.
 Online discussion #11: Cultural competence, cultural humility, and how to
develop cultural skills helpful in establishing an effective therapeutic
relationship.
Clinical Learning Outcomes and Related Learning Activities:
1. Promotes safety and quality of health care outcomes for diverse family
populations in the home and community settings incorporating principles of
advocacy, leadership, and collaboration (Diversity Education).
 Clinical hours spent with FMC inpatient case manager.
 Students work with healthcare agency interdisciplinary team to provide
care to a select family in the agency and home settings.
 Students complete an in-depth assessment of a select family and mutually
agreed-upon goals are developed to guide the overall plan of care.
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2. Participates in collaborative efforts to improve aspects of the environment that
negatively impact the health of patients and families in the home and community
setting (Sustainability).
 Written assignment to identify community healthcare resources available.
 Environmental home and community assessment on family assessment project
form.
 Cultural/socio-economic section on family assessment project form
NUR 424 Manager of Care/Health Care Systems
Learning Activities:
 Students complete a group Quality Improvement Project (QIP). The main
topics covered in the course are: the essentials of baccalaureate education for
professional nursing practice, patient safety, health informatics & US Health
policy.
 Additionally, students participate in group several discussions related to these
topics & the incorporation of evidence outside the US to support a particular
stance on an issue certainly seems reasonable & probable (Global
Engagement).
Traditional
Senior Year: 8th term: NUR 427, NUR 450C
NUR 427 Public Health Nursing
Learning Outcomes and Related Learning Activities:
1. Analyzes global and societal public health trends for health promotion, risk
eduction and disease prevention (Global Engagement).
 Learning activity: 2 topics include a global health focus; Infectious
Disease Prevention & Control and Global Health with assigned
discussions. Clinical community assessment has a health
promotion/health protection focus.
2. Critiques the impact of health and social policy on global, national and state
communities and the profession of public health nursing (Global Engagement).
 Learning activity: health policy is included in all topics and clinical
community assessment; students engage with legislator or health official
to advocate for health policy improvements
3. Evaluates scientific evidence in environmental heath to promote risk and
exposure reduction strategies for healthy communities (Sustainability).
 Learning activity: Environmental health topic as well as 4 other topics
address exposures and risk reduction in the environment (Rural & Urban
Environments, Epidemiology, Disaster Management, Chronic Disease).
NUR 450C Nursing Leadership
Learning Activities: There are times a student is exposed to various ethnicities in
the hospital setting - that is not an outcome for NUR 450C.
II. RN TO BSN
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NUR 307 Health Assessment for Registered Nurses
None
NUR 320 Basic Principles in Palliative Care
Refer to Traditional Junior Year: 6th term (NUR 320 above pg. 3)
NUR 330 Nursing as a Discipline and Profession
Learning Outcome and Related Learning Activities: Examines one’s own
personal values, beliefs, and practices as compared to diverse populations in a global
society (Global Engagement/Diversity Education).
 Completion of a self-assessment related to culture. There are text and
supplemental readings for this lesson that support/inform an in-class
discussion of culture and diversity (linking it with various aspects of caring
theory eventually).
 There are also final course presentations related to global nursing and
public health nursing.
NUR 321 Gerontology
Refer to Traditional Junior Year: 5th term (NUR 321, pg. 2)
NUR 420 Family Nursing Roles
Learning Outcomes
1. Analyzes safety and quality of health care outcomes for diverse family
populations in community settings incorporating principles of advocacy,
leadership and collaboration (Diversity Education).
2. Explores innovative approaches in holistic care to promote health equity and
social justice for families in community settings (Global Engagement).
Learning Activities:
 5 topics address health equity, social justice, health care outcomes and
advocacy:
Cultural Influences, Ethics & Advocacy, Case Management & Interdisciplinary
Teams, Health Care Disparities, and Violence and Family Health.
 Discussions, interviews and a report are assigned.
NUR 424 Management of Care/Health Care Systems
Refer to Traditional Senior Year: 7th term (NUR 424, pg. 5)
NUR 427 Public Health Nursing
Refer to Traditional Senior Year: 8th term (NUR 427, pg. 5)
NUR 450C Nursing Leadership
Refer to Traditional Senior Year: 8th term (pg. 5)
III. Accelerated BSN
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NUR 319 Fundamentals of Nursing Practice
Learning Outcomes and Related Learning Activities:
1. Lecture: Identifies social, biological, cultural, and health literacy data and how
it impacts nursing practice (Diversity Education). (Note: this outcome has been
revised to better reflect course content. The change will begin Summer 2013. The
outcome below is the OLD outcome):
 Students complete a patient education brochure addressing these items.
2. Clinical: Recognizes how responsible health care waste disposal reduces
environmental hazards (Sustainable Environments).
 This was discussed in conference as well as conserving supplies in lab
when possible.
NUR 330 Nursing as a Discipline and Profession
Refer to RN to BSN (NUR 330 pg. 5)
NUR 331 Pharmacology
Refer to Traditional Sophomore Year: 4th term (NUR 215, pg. 1-2)
NUR 332 Nursing Assessment and Process
Refer to Traditional Sophomore Year: 4th term (NUR 214, pg. 1)
NUR 333 Communication and Mental Health Nursing
Learning Activities:
 Mental health nursing, mental health stigmas and global variations
 Communication and global variations
 Global health disparities in health care: mental health, homelessness, refugee
health care (Global Engagement).
NUR 334 Adult Health Nursing
Refer to Traditional Junior Year: 5th term (NUR 208, pg. 2)
NUR 335 Nursing Care of the Child-Bearing Families
Learning Activities:
 Global health pediatric case studies
 Birthing practices and global variations
 Global disparities in health care: women and children
 Childrearing practices and global variations
 Violence and global variations (Global Engagement)
NUR 441 Public Health Nursing
Refer to Traditional Senior Year: 8th term (NUR 427, pg. 5)
NUR 408 Fieldwork
Learning Outcomes and Related Learning Activities:
1. Synthesizes principles of health equity and social justice for vulnerable
populations into the role of the professional nurse.
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
Addressed through course readings and synthesized through clinical
journaling and blog/discussion.
2. Analyzes the role of the nurse as change agent related to improving local and
global environmental conditions which affect a population’s health.
 Addressed through course readings, application in fieldwork/clinical
experience and discussed in reflective journaling/blogs/discussion.
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Exhibit B
Global Learning Initiative
School of Nursing
Graduate Course Learning Outcomes, Activities, and Evaluation for GLI Content
May 2013
NUR 510 Knowledge Development in Nursing
None
NUR520 Applied Pathophysiology for APNs
Global Health Learning Outcomes:
1. Analyze an environmental concern that affects health (Environmental
Sustainability)
2. Differentiate gender, genetic, cultural, and environmental issues that impact
human pathophysiology and response to disease processes (Diversity Education)
Learning Activities and Evaluation Strategies related to Global Health
Learning Outcomes:
1. There is a whole unit on Environmental Effects on the Body. Students do a
group class presentation on an environmental hazard choosing from one of five
possible topics, including effects of air pollution, heavy metal poisoning, water
pollution, radiation pollution, or food contamination. The assignment includes a literature
review, discussion of global and local impact of the problem, a community assessment of
a community impacted by the problem, finding a relevant assessment tool, developing a
health history for someone with the exposure, developing a concept map, and discussing
future prevention of the problem. A rubric tool is provided in the course syllabus for
evaluating the assignment.
Reading assignments are given from Nadakavukaren, A. (2006). Our global
environment (6th ed.). Long Grove, Il: Waveland Press, Inc.
2. No information on learning activity provided by faculty of record for course.
NUR 530 Advanced Principles of Evidence-based Practice
Global Health Learning Outcomes:
Explore leadership and/or research roles in developing, implementing, and
evaluating culturally-reinforcing nursing and other healthcare services from local
to global perspectives. (Global Engagement)
Learning Activities and Evaluation Strategies related to Global Health
Learning Outcomes:
1. Documentation of specific teaching-learning strategies that addresses the global
health outcome: Finding and appraising relevant evidence; cultural factors.
2. Documentation of assessment criteria/grading rubric that evaluates the global
health outcome: Finding and appraising relevant evidence and development of an
Evidence Table 15 points out of 100 points possible.
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NUR 540 Pharmacology for Advanced Practice
None
NUR 550 Family Nursing Theory and Practice
Global Health Learning Outcomes:
Describe guidelines for advanced nursing practice for family-focused, culturally
competent care in health and illness (Diversity Education).
Learning Activities and Evaluation Strategies related to Global Health
Learning Outcomes:
1. Focus on family and theory assessment application of family interventions in
advanced practice via:
 Discussion regarding family health and culture by reading, substantive
discussion, and by interviewing person/family
 Final paper using the Calgary Family Assessment Model (CFAM)
completing a comprehensive assessment of a family (includes assessment
of culture related to families).
2. Documentation of specific teaching-learning strategies that addresses the global
health outcome:
 The course is organized to view the family as a unit and focuses on the
students’ own thoughts, biases, beliefs, values, attitudes, experiences, and
practices.
 Thoughtful open substantive discussions include acknowledging and
respecting diversity of values, beliefs, attitudes, and practices.
NUR 560 Rural Theory and Health Policy
Global Health Learning Outcomes:
1. Address health equity and social justice to reduce health disparities for rural or
at risk communities (Diversity Education).
2. Assume collaborative leadership in planning, implementing and evaluating
culturally reinforcing health care services in rural or at risk communities
(Diversity Education).
Learning Activities and Evaluation Strategies related to Global Health
Learning Outcomes:
1. Rural community project assessment criteria related to global health outcomes:
 Describe the demographics of your rural community including age,
gender, culture, religion and socio-economic aspects; an excellent source
is the U.S. A. Census data.
 Considering your response to the first question, how would establish an
effective relationship with those from the predominant ethnic group in
your community considering socio-economic aspects?
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 Based on parts 1 and 2, what are the likely health-related concerns from
your rural community’s perspective? Then prioritize the top four with
supporting rationale.
 With the highest prioritized health-related concern, and using what you
have learned about the characteristics of rural communities and your
community, develop a plan to address this health concern.
2. Online conversation questions related to global health outcome:
 How will the culture of rural communities and the unique characteristics
of your selected rural community guide you in planning the first encounter
with your community?
 Considering the gaps and barriers, what are resources in rural and at risk
communities that are not part of the health care system? How can you as
the advance practice nurse incorporate these in your practice to bridge the
gaps and barriers?
3. Online course team questions related to global health outcome:
 Considering the unique characteristics of your selected rural community
and rural communities in general, discuss how you could work within the
perspectives and beliefs of the residents.
 Analyze collaborative approaches that would be most effective in
partnering with rural communities in general and your selected
community.
 Dividing the workload among your team, investigate and discuss
characteristics of ethnic cultures in Arizona and your rural communities.
Rural elders can be considered a culture for this. This has been started
in Module 2. Your report can be used for your rural project. A wiki is
available for team work as you choose. Explore how you would
effectively establish an effective relationship. Be sure to provide your
resource references to share them with your team members.
 Dividing the workload among your team, investigate and discuss
common characteristics of those who are working class and those are in
the low socio-economic challenge. Explore how you would effectively
establish an effective relationship with both. Be sure to provide your
references to share them with your team members. Your report can be
used for your rural project.
4. A rubric has been developed to evaluate these course projects
NUR 572 International, Intercultural, Transcultural Health Care in a Global
Society (Elective course)
Global Health Learning Outcomes: This course focuses primarily on the GLI
theme of Diversity Education, but on Global Engagement as well. Per the syllabus
section on Course Description: “This course focuses on assessing, contrasting and
comparing non-Western with Western health beliefs and practices of both U.S. minority
perspectives and society’s diverse populations in a global society”.
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Learning Activities and Evaluation Strategies related to Global Health
Learning Outcomes: (quotations below are direct excerpts from syllabus)
1. Cultural Assessment: “You will write a theoretically based cultural assessment of
your own culture and another targeted population (non-western) using the concepts found
in the course content/outline. A written paper comparing and contrasting these
populations will be submitted in 2 intervals”.
2. Blog: “Please use the blog function to discuss topics questions or anything about the
topics as a form of communication between yourselves”.
3. Critiques: “Two critiques on journal articles related to the targeted populations’ ethics
and values”.
4. There are rubrics in the course to guide evaluation of each of the above 3 learning
activities.
NUR 605 Graduate Research Seminar
Global Health Learning Outcomes:
Analyze health equity and social justice issues related to research with culturally
diverse groups (Global Engagement).
Learning Activities and Evaluation Strategies related to Global Health
Learning Outcomes:
This Global Health Outcome, assessment criteria, and teaching-learning strategies
will be implemented in Fall 2013 semester (development is in process).
NUR 608 Field Work Experience
Global Health Learning Outcomes:
Prioritize social and cultural factors that affect health when designing and
delivering care in selected clinical context. (Diversity Education).
Learning Activities and Evaluation Strategies related to Global Health
Learning Outcomes:
1. Documentation of specific teaching-learning strategies that addresses the global
health outcome: Development of a patient-population focused project/product =
30 points out of possible 100 points; Dissemination/presentation of the NUR 608
patient-population focused project/product = 10 points out of a possible 100
points.
2. Documentation of assessment criteria/grading rubric that evaluates the global
health outcome: Students write a learning outcome that reflects his/her fieldwork
experience that is conducted in a self-selected clinical setting with a specific
patient population (identify and prioritize social and cultural factors, and healthrelated influences).
NUR 650 Advanced Nursing Assessment
Global Health Learning Outcomes:
Address environmental factors and constraints affecting health and illness
(Sustainability).
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Learning Activities and Evaluation Strategies related to Global Health
Learning Outcomes:
This Global Health Outcome, assessment criteria, and teaching-learning strategies
will be implemented in Fall 2013 semester (development is in process).
NUR 660 Family Primary Health Care I
None
NUR 661 Family Primary Health Care Practicum I
None
NUR 662 Family Primary Health Care II
None
NUR 663 Family Primary Health Care Practicum II
None
NUR 664 Family Primary Health Care III
None
NUR 665 Family Primary Health Care Practicum III
None
NUR 675 Advanced Roles Transitions
Global Health Learning Outcomes:
Examine the history of the advanced practice nurse (APN) from a global
perspective (Global Engagement).
Learning Activities and Evaluation Strategies related to Global Health
Learning Outcomes:
1. Documentation of specific teaching-learning strategies that addresses the global
health outcome: In the blog online environment, students will choose a country
and a role most appropriate to what they are studying and where they see
themselves in 5 years. They will then share with the class what they’d like to do,
why, and how advanced nursing education will prepare them to meet their selfdescribed idea, project, or dream.
2. Documentation of assessment criteria/grading rubric that evaluates the global
health outcome: Graded blog assignment for students to discuss the roles for
APN’s globally.
NUR 676 Healthcare Systems: Technology, Quality, and Economics
Global Health Learning Outcomes:
Examine the role of current and emerging technologies in local and global
healthcare delivery (Global Engagement).
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Learning Activities and Evaluation Strategies related to Global Health
Learning Outcomes:
1. Documentation of specific teaching-learning strategies that addresses the global
health outcome: New course that still needs to be developed. It will be taught the
first time in fall 2013 semester.
2. Documentation of assessment criteria/grading rubric that evaluates the global
health outcome: New course that still needs to be developed. Course will be
taught the first time in fall 2013 semester.
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Exhibit C
DRAFT of
Program Evaluation Benchmarks for Global Health Terminal Learning Outcomes
Global Engagement
Advocates for health equity
and social justice for
vulnerable populations and
the elimination of health
disparities both locally and
globally.

KAPLAN Nursing Diagnostic Test
o Accreditation Category – Population Health

EBI Exit Survey – SON Item Global Engagement

EBI Exit Survey items – see EBI Exit Survey Outcomes
and Questions Document



Alumni Survey – SON Item Global Engagement
Alumni Survey items – see Alumni Survey Outcomes
and Questions Document
Employer Survey items – SON Item Global
Engagement
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
At the end of the program, students
taking the KAPLAN Nursing Diagnostic
Test will achieve a mean of 0.60 (i.e. 60%
of items answered correctly)in the stated
category indicating a sufficient level of
knowledge acquired in from a basic
nursing curriculum

>95% agree or strongly agree

>95% agree or strongly agree

>95% agree or strongly agree

>95% agree or strongly agree

>95% agree or strongly agree

>95% agree or strongly agree
Diversity Education
Promotes safety and quality
of health care outcomes for
diverse populations
incorporating principles of
advocacy, leadership, and
collaboration.

Employer Survey items – see Employer Survey
Outcomes and Questions Document

NCLEX summary Test Plan Results for
o Psychosocial-Cultural Functions

Compared to graduates from similar
programs, graduates will achieve a 55th
percentile rank or higher in the stated
NCLEX categories

KAPLAN Nursing Diagnostic Test
o Accreditation Category – Cultural Diversity

At the end of the program, students
taking the KAPLAN Nursing Diagnostic
Test will achieve a mean of 0.60 (i.e. 60%
of items answered correctly)in the stated
category indicating a sufficient level of
knowledge acquired in from a basic
nursing curriculum

>95% agree or strongly agree
 EBI Exit Survey – SON Item Diversity Education
 EBI Exit Survey items – see EBI Exit Survey Outcomes
and Questions Document

>95% agree or strongly agree

>95% agree or strongly agree

>95% agree or strongly agree
 Alumni Survey – SON Item Diversity Education
 Alumni Survey items – see Alumni Survey Outcomes
19
and Questions Document
 Employer Survey items – SON Item Diversity Education
 Employer Survey items – see Employer Survey

>95% agree or strongly agree

>95% agree or strongly agree
Outcomes and Questions Document
Environmental
Sustainability
Participates in collaborative
efforts to improve aspects
of the environment that
negatively impacts health
both locally and globally.

NCLEX summary Test Plan Results for
o Safety and Infection Control

Compared to graduates from similar
programs, graduates will achieve a 55th
percentile rank or higher in the stated
NCLEX categories

KAPLAN Nursing Diagnostic Test
o Client Needs – Safety and Infection Control

At the end of the program, students
taking the KAPLAN Nursing Diagnostic
Test will achieve a mean of 0.60 (i.e. 60%
of items answered correctly)in the stated
category indicating a sufficient level of
knowledge acquired in from a basic
nursing curriculum

EBI Exit Survey – SON Item Environmental
Sustainability

>95% agree or strongly agree

Alumni Survey – SON Item Environmental
Sustainability

>95% agree or strongly agree
>95% agree or strongly agree

Employer Survey Items ) – SON Item Environmental
20
Sustainability
>95% agree or strongly agree

Employer Survey Items – see Employer Survey
Outcomes and Questions Document
These are the questions from the exit survey.
OQ08
Q064
Q074
OQ09
Q071
OQ10
Global Engagement
The program prepared me to advocate for health equity and social justice for vulnerable populations and the elimination
of health disparities both locally and globally.
To what degree did the nursing program teach you to: Understand the global health care environment
To what degree did the nursing program teach you to: Act as an advocate for vulnerable patients
Diversity Education
The program prepared me to promote safety and quality of health care outcomes for diverse populations incorporating
principles of advocacy, leadership, and collaboration.
To what degree did the Nursing Program teach you to: Provide culturally competent care
Environmental Sustainability
The program prepared me to participate in collaborative efforts to improve aspects of the environment that negatively
impacts health both locally and globally.
These are the questions from the alumni survey (used for 1 year and 3 year).
OQ09
Q037
Q075
Global Engagement
The program prepared me to advocate for health equity and social justice for vulnerable populations and the elimination
of health disparities both locally and globally.
To what extent did your Nursing education enhance this skill/ability and your knowledge base in this area: Act as an
advocate for vulnerable patients
To what extent did your Nursing education enhance this skill/ability and your knowledge base in this area: Understand the
global health care environment
21
OQ10
Q039
Q072
OQ11
Diversity Education
The program prepared me to promote safety and quality of health care outcomes for diverse populations incorporating
principles of advocacy, leadership, and collaboration.
To what extent did your Nursing education enhance this skill/ability and your knowledge base in this area: Provide
culturally competent care
To what extent did your Nursing education enhance this skill/ability and your knowledge base in this area: Understand the
effects of health policies on diverse populations
Environmental Sustainability
The program prepared me to participate in collaborative efforts to improve aspects of the environment that negatively
impacts health both locally and globally.
These are from the employer survey
OQ09
Q040
OQ10
Q04
Q018
OQ11
Q052
Global Engagement
Employee demonstrates this ability: To advocate for health equity and social justice for vulnerable populations and the
elimination of health disparities both locally and globally.
Employee demonstrates this ability: Understands the global health care environment.
Diversity Education
Employee demonstrates this ability: Promote safety and quality of health care outcomes for diverse populations
incorporating principles of advocacy, leadership, and collaboration.
Employee demonstrates this ability: Provides culturally competent care
Employee demonstrates this ability: Supports fairness in the delivery of care.
Environmental Sustainability
Employee demonstrates this ability: Participate in collaborative efforts to improve aspects of the environment that
negatively impacts health both locally and globally.
Employee demonstrates this ability: Develop strategies to promote healthy communities.
Approved by Program Evaluation Committee May 2013. Will go to full faculty August 2013.
22
Exhibit D
School of Nursing Programmatic Terminal Learning Outcomes
BSN Program Outcomes--approved
MS Program Outcomes--approved
DNP Program Outcomes—approved
Global Health
Global Health
Global Health
Global Engagement
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Global Engagement
Transforms health care systems to
address health equity and social justice
thus reducing health disparities in
vulnerable populations.
Global Engagement
Develop creative solutions for health care
systems to address health equity and social
justice thus reducing health disparities in
rural and/or disadvantaged populations.
Diversity Education
Promotes safety and quality of health
care outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Diversity Education
Assumes leadership and/or research roles
in developing, implementing, and
evaluating culturally reinforcing nursing
and other health care services from local
to global perspectives.
Diversity Education
Analyzes social and cultural components of
health and wellness to create solutions that
are culturally and socially relevant and
acceptable.
Environmental Sustainability
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally
and globally.
Prioritizes the social and cultural factors
that affect health in designed and
delivering care across multiple contexts.
Environmental Sustainability
Creates partnerships that promote
sustainable environmental health policies
and conditions.
Analyzes and promote social, political,
and economic policies that influence
23
Environmental Sustainability
Synthesize inter-professional and
interdisciplinary knowledge and approaches
that promote sustainable environmental
health policies and conditions as well as
reduce human health exposures.
-------------------------------------------------Approved May 6, 2013 by SON Graduate
Committee and approved May 10, 2013 by SON
sustainable environments and reduce
human health exposures in a global
society.
Faculty
File: Cruizer/Corsair/GRADUATE PROGRAM COMMITTEE/AGENDA May 6, 2013/GLI DNP Program Outcomes_updated_approved.doc
24
NORTHERN ARIZONA UNIVERSITY
COLLEGE OF HEALTH AND HUMAN SERVICES
SCHOOL OF NURSING
Global Learning Initiative
Interim Report, July 24, 2012
Prepared by: Karen A. Plager, GLI Team Leader
Background
Northern Arizona University School of Nursing (NAU-SON) is an academic unit within the
College of Health and Human Services. We have over 30 full time faculty located at the
Flagstaff Campus and satellite programs in Window Rock, Tucson, and Yuma as well as a
number of part time faculty. We have both undergraduate and graduate programs, including
traditional pre-license BSN, accelerated BSN, RN to BSN, generalist master’s degree, family
nurse practitioner (FNP) master’s degree and post-master’s certificate, and a new post-master’s
doctor of nursing practice (DNP) program which will have the first cohort of students beginning
August 2012. We have over 400 students in these various programs with more than 300 in the
undergraduate programs and over 100 in the master’s degree/post-master’s certificate programs.
About 15 students will be in the first cohort of the DNP program beginning fall 2012.
After getting full faculty agreement/approval to movement forward with integrating the Global
Learning Initiative (GLI) into our nursing programs, in fall 2010 the SON submitted a proposal
to integrate the GLI themes into our various nursing curricula. The proposal was accepted in
December 2010. The SON began work on our proposal in January 2011 with the following team:
Karen A. Plager, PhD, RN, FNP-BC, Professor, Team Leader
Karine Crow, PhD, RN, Associate Professor, Team Member
Susan Neder, MSN, RN, Assistant Clinical Professor, Team Member
Enid Rossi, EdD, RN, Associate Clinical Professor, Team Member
Donna Sutton, MSN, RN, Assistant Clinical Professor, Team Member
Our GLI proposal focuses only on our baccalaureate and master’s degree programs. Our DNP
program was approved in October 2011, 10 months after the approval and initiation of our work
on the GLI proposal. However, the importance of global health was included in the development
of the DNP courses. As noted above, the first cohort of DNP students does not begin until fall
2012.
The SON is accredited by the Commission on Collegiate Nursing Education (CCNE) which is
the accrediting body of the American Academy of Colleges of Nursing (AACN). The AACN
develops and publishes documents that contain outcome expectations for graduates of
baccalaureate, master’s, and DNP programs. The Essentials of Baccalaureate Education for
Professional Nursing Practice (AACN, 2008) and the Essentials of Master’s Education in
Nursing (AACN, 2011) have recently been revised. Consequently, the SON was beginning the
process of revising our philosophy, organizing framework, and terminal outcomes for our
baccalaureate and master’s programs when we submitted our proposal for the GLI. This
propitious timing helped to integrate GLI activities with the need to update our SON documents
1
and curricula to be consistent with our accrediting body. Furthermore, the 3 GLI themes of
global engagement, diversity education, and environmental sustainability are consistent with and
integral to both the baccalaureate and master’s essentials documents. The Essentials documents
build on each other from baccalaureate to master’s to DNP education, leveling the Essentials
outcomes for the degree progression.
Process
Our GLI team has met approximately once or twice a month most months since we began our
work (December 16, 2010) to integrate the GLI into SON curricula. We have met regularly as a
team and coordinated with work of the full faculty and Undergraduate and Graduate Committees
to accomplish our tasks. In addition we have met on several occasions with the NAU GLI Team,
including Harvey Charles, Blasé Scarnati, Ron Hubert, Dawn Hawley, and their outside
consultants. The NAU GLI team met with our full faculty on 2 occasions during the process.
Early on in our work we met with Dental Hygiene to discuss the process that they used to
accomplish integration of GLI into their curricula. Members of our team have attended GLI
workshops that have been offered across campus.
One of the initial steps we took as a team was to complete an assessment of our existing nursing
courses for where we already had learning outcomes, content, teaching methods, and evaluation
that reflected the GLI themes. Our nursing curricula have had a fairly strong focus on cultural
diversity for a number of years as one of our curricular conceptual strands was “Cultural
Competence”. This strand (consistent with diversity education) was found in many/most of our
nursing courses. We have also had an expressed interest in global health amongst our faculty and
students so learning experiences have been available to students for study abroad, although those
activities were in addition to the required course activities. These include opportunities to study
abroad in Kenya through a collaborative effort with The School for Field Studies, Guatemala,
Dominican Republic, and the Netherlands.
Program Terminal and Course Learning Outcomes
As a full faculty we worked to re-write our School of Nursing Organizing Framework,
Philosophy, and Undergraduate and Master’s Terminal Outcomes. Part of that process involved
integrating the GLI themes into these documents, including Supplemental Definitions/Glossary.
As a faculty we voted to add an additional conceptual strand, “Global Health”, under which were
created terminal outcomes for each of the 3 GLI themes, global engagement, diversity education,
and environmental sustainability. There are 3 levels to the undergraduate curricula and,
therefore, 3 levels for the terminal outcomes, including the Global Health strand. The master’s
terminal outcomes build on level 3 of the baccalaureate program. These outcomes are also
consistent with the AACN Essentials documents as referenced above. The SON Organizing
Framework, Philosophy, and Undergraduate Terminal Outcomes were approved by SON Full
Faculty on January 9, 2012. Master’s Terminal Outcomes were approved by SON Full Faculty
on April 6, 2012. These documents can be viewed under Exhibit A (pp. 5-19) of this report.
The Undergraduate Committee worked to develop course outcomes for each undergraduate
course incorporating all the revised conceptual strands, including Global Health. These were
2
approved by the SON Full Faculty on April 6, 2012. The documents can be viewed under Exhibit
B (pp. 20-44) of this report.
During fall 2012 the Graduate Committee and individual faculty teaching master’s level courses
need to develop course learning outcomes for the new Global Health Strand. As many courses
already contain learning outcomes pertinent to diversity education (under the former Cultural
Competence conceptual strand), it remains for faculty to develop/strengthen master’s course
outcomes related to global engagement and environmental sustainability. This process was begun
at a 2-day SON Graduate Program Retreat in late May and will continue in the fall, especially as
the SON is also beginning to prepare a self-study for our master’s program re-accreditation site
visit in fall 2013.
Examples of diversity education learning outcomes already in our existing master’s level courses
can be viewed under Exhibit C. There are also examples of learning outcomes for global
engagement and environmental sustainable in existing master’s courses that can be viewed in
Exhibit C (pp. 45-47).
Learning Experiences
As noted above, the SON Undergraduate Committee has revised all undergraduate course
outcomes to include our new Global Health strand with the 3 GLI themes. It now remains for
individual faculty to develop learning experiences for the Global Health outcomes in the courses
they teach. During Academic Year (AY) 2012-2013, faculty will be developing these learning
activities in cooperation with the Undergraduate Committee. One example of a learning
experience already developed by a faculty who taught NUR 205 Transitions into Nursing (global
engagement) can be viewed in Exhibit D (pp. 48-49). One challenge that remains for the
Undergraduate Committee is to find ways in the various undergraduate programs of study to
integrate study abroad opportunities for students as part of the required curriculum rather than in
addition to the program requirements.
The Graduate Committee as noted above will be developing Global Health learning outcomes for
master’s level courses during AY 2012-2013. Individual faculty teaching those courses will
develop appropriate learning experiences. Master’s students can participate in study abroad
experiences as NUR 608 Field Experience or as part of their NUR 689 Professional Project.
Examples of learning experiences already used in NUR 660 Family Primary Health Care
(diversity education) and NUR 520 Applied Pathophysiology for APNs (environmental
sustainability) can be viewed in Exhibit E (pp. 50-51).
Assessment Strategies
In the past year the SON has totally revised undergraduate and graduate program terminal
outcomes to meet the revised AACN baccalaureate and master’s Essentials documents as well as
integrating the GLI into our curricula with the new Global Health strand. Consequently, during
fall 2012 our Program Evaluation Committee will be developing a plan for evaluation of all new
programmatic terminal outcomes. At the course level faculty teaching individual courses will be
3
responsible for developing formative and summative evaluation strategies within their courses
that measure student achievement of the various course learning outcomes.
Summary/Conclusions
The SON GLI Team has worked in collaboration and cooperation with the full Nursing Faculty
and with the University GLI consultants to integrate the GLI themes into our various curricula at
the undergraduate and master’s levels of our programs. This has been a year and a half process to
date. The steps that remain as described above must occur at the SON committee level (e.g.
Undergraduate, Graduate, and Program Evaluation) and individual course level. Faculty will
continue to work to accomplish these steps in AY 2012-2103. The primary work of the GLI
Team is complete. An addendum to this report will be written summer 2013 by Karen Plager to
demonstrate completion of these final steps.
The SON Faculty is committed to completing this process. Members of the GLI Team sit on the
various committees and are committed to work with faculty to see this process through to
fruition. The GLI Team members on SON committees are as follows: Sue Neder is a member of
the Undergraduate Committee, Enid Rossi is a member of the Graduate Committee, and Donna
Sutton is on the Program Evaluation Committee. We regret that one member of our team, Karine
Crow, has retired and will not be part of this work next year. Karen Plager will be on sabbatical
until May 2013, but will receive progress reports from the remaining team members in order to
write the final addendum to this report during summer 2013.
4
Exhibit A
School of Nursing
Organizing Framework, Philosophy, and Undergraduate and Master’s Terminal Outcomes
Northern Arizona University
School of Nursing
Philosophy and Organizing Framework
The philosophy of the School of Nursing at Northern Arizona University is based on an ethic of
caring that embraces students, faculty and staff, and the university community and the global
community within which we live and work. We also believe that caring is a conscious,
intentional discipline that is part of nursing’s unique body of knowledge and is practiced in
interdisciplinary contexts. Caring includes the creation and nurturing of an environment that
recognizes that students, staff and faculty have unique ways of viewing the world. This
philosophy promotes excellence for nursing education and practice in an environment of constant
change and emerging healthcare trends.
The faculty believes the transition to the role of competent professional nurse is a major
developmental achievement. We believe that nursing is an art and science that is an integral
component of health care. Applying the discipline of nursing to practice depends on a foundation
of natural and human sciences, humanities and arts, the application of research, and the diverse
backgrounds of learners. Societal influences in the evolving healthcare system challenge all
involved in nursing education.
Education is a dynamic, life-long collaborative process by which an individual pursues life goals,
broadens human potential, develops thinking and clarifies values. The faculty believes that
learning is the intentional acquisition, application, and integration of knowledge, skills and
attitudes. Learning is shaped by the environment and developmental level of the learner, and is
ultimately the responsibility of the learner. Faculty plan, guide, and facilitate learning while
supporting the learning needs of a diverse community of students. We believe that learningcentered experiences with rigorous expectations and actively-engaged students result in higherlevel thinkers and graduates prepared for real world practice. We value incorporating rural and
global healthcare into a variety of educational experiences. Thus education not only expands the
thinking of the learner, but increases opportunities for application.
The faculty has developed a philosophy that values diverse persons, environment, health, and
nursing, and their inter-relatedness. The following meta-paradigm concepts guide the
implementation of the organizing framework for the curriculum.
PERSON
The faculty defines person as being the individual, family, groups and community. The faculty
places a high value on human life and dignity. All life experiences involve dynamic and complex
processes of human development and achievement of personal growth through learning. The
faculty recognizes the interdependence and interconnectedness of the human experience. People
come from diverse backgrounds which influence the ways in which each person perceives
5
reality, sets personal goals and discovers meaning in life experiences. Individuals have the right
to choose from multiple options that are available in daily living experiences but must also
accept responsibility for their choices.
ENVIRONMENT
Environment is more than the physical surroundings; it is an open, pan-dimensional system in
which we strive for health and well-being. The environment is all that exists. It is the totality of
forces, both internal and external, which influence the person. To achieve this, environmental
sustainability from the individual and local to global scale is essential.
HEALTH
Health is a dynamic process that is defined by individuals, families, groups and communities; it
is influenced by personal, family, cultural and societal norms. Health is not merely the absence
of disease, but a process that involves constant dynamic adjustments, adaptations, and transitions
in response to environmental influences.
NURSING
Nursing as a discipline is both an art and science. Nursing is recognized as a creative endeavor
that integrates multiple ways of knowing to nurture the wholeness and uniqueness of the person.
Nursing is a profession of caring that includes the essential elements of compassion, competence,
conscience, commitment, comportment and confidence. Nurses use the components of caring to
create a healthy, healing environment. Caring is a mutual human process whereby the nurse
responds to persons with authentic presence and with intention to create an environment
conducive to health.
ORGANIZING FRAMEWORK
The School of Nursing faculty has developed an organizing framework that serves as a guide and
provides direction for faculty to organize its programs of education and to focus research,
scholarship, clinical practice and community service. The aim of this framework is to prepare
nursing professionals for effective professional and civic engagement. The framework represents
a systematic organization of concepts which are the essential components of baccalaureate and
graduate education.
CURRICULAR MODEL
Curriculum includes the planned and unplanned learning that occurs in the process of advancing
education in the discipline of nursing. Building on prior life, educational and professional
experiences, the structure of the nursing curriculum moves the learner along the continuum from
novice to more expert levels of nursing practice. Embracing the essential need for lifelong
6
learning in the discipline, the faculty develops curriculum to provide educational advancement
from the baccalaureate through graduate levels of nursing practice.
BACCALAUREATE CONCEPT DEFINITIONS
Clinical Practice and Prevention
The professional nurse is prepared for clinical practice with patients across the lifespan and
across the continuum of healthcare environments. Clinical professional practice is rooted in both
theoretical and research-based frameworks. Professional clinical practice includes the
knowledge, skills and attitudes to plan for, provide, supervise and evaluate care outcomes in
changing practice environments. Health promotion and disease prevention at the individual,
community, and population levels are necessary components of professional nursing practice.
Communication
The professional nurse demonstrates competencies and confidence in using therapeutic
communication that will enable safe and effective patient-centered care. An essential component
is the recognition of the unique discipline-specific contributions among health care professionals
that are critical to delivering high quality and safe patient care. Fundamental to effective interprofessional and intra-professional collaboration is a definition of shared goals, clear role
expectations of members, flexible decision making processes, effective use of information
technologies, and the establishment of open communication patterns and leadership.
Critical Reasoning
Professional nursing practice is grounded in the translation of current evidence to inform practice
and make clinical judgments. Knowledge and skills in nursing, information management and
patient care technology are critical in preparing professional nurses to deliver quality patient care
in a variety of healthcare settings. Critical thinking underlies effective clinical reasoning and
judgment. In addition, the practice of critical reasoning depends on an attitude of inquiry, and
openness to innovation and continued learning.
Leadership
Developing knowledge and skills in leadership is essential to provide high quality care.
Leadership skills include the ability to use information and technology to communicate, manage
knowledge, mitigate error and support decision-making. Leadership skills are needed that
emphasize ethical and critical decision-making, initiate and support collaboration, promote
respectful communication, and develop conflict resolution strategies. Healthcare policy and
ethics shape the nature, quality, and safety of professional nursing practice and the practice
environment. All professional nurses have the responsibility to participate in the political
process and to advocate for patients, families, communities, the nursing profession, and
healthcare system.
7
Professionalism and Professional Values
Professionalism is the demonstration of professional values applied to practice. Professionalism
involves accountability for one’s self and one’s nursing practice, including adherence to legal,
ethical, and professional standards, ongoing professional engagement, and lifelong learning.
Professionalism flows from an understanding of the historical and contemporary contexts of
practice.
Professionalism is based on an inherent valuing of advocacy, altruism, autonomy, caring, human
dignity, integrity, safety and social justice that are fundamental to the discipline of nursing.
Understanding the values that patients and other health professionals bring to the therapeutic
relationship is critically important to providing quality patient care. Professional nursing requires
a balance between research-based knowledge, skills, and attitudes and professional confidence,
maturity, caring, and compassion. In this global society, patient populations are increasingly
diverse. Therefore, essential to the care of diverse populations is the need for research-based
knowledge and responsiveness to variables such as age, gender, culture, health disparities,
socioeconomic status, race, and spirituality.
Global Health
The professional nurse is prepared to provide nursing and health care within an interconnected,
interdependent, diverse, culturally rich global world while promoting and maintain local and
global sustainable environments.
GRADUATE CONCEPT DEFINITIONS:
Master’s of Science
Clinical Practice and Prevention
The master’s-prepared nurse applies and integrates broad, organizational, patient-centered, and
culturally responsive concepts into daily practice. Mastery of these concepts based on a variety
of theories is essential in the design and delivery (planning, management, and evaluation) of
evidence-based clinical prevention and population care and services to individuals, families,
communities, and aggregates/clinical populations nationally and globally (AACN, 2011, p. 25).
Communication
The master’s-prepared nurse serves as a patient advocate, cultural and systems broker, leader and
coordinator of interprofessional teams across care environments in order to reduce barriers,
facilitate access to care, and improve health outcomes. Leadership is achieved through skill
development and demonstrating effective communication, planning, and implementation of care
directly with other healthcare professionals. Fundamental to effective interprofessional
collaboration is inclusion of patients’ expressed values, needs, and preferences for shared
decision making and management of their care. The master’s-prepared nurse will actively
8
communicate, collaborate, and consult with other health professionals to manage care across
systems. (AACN, 2011, p. 22)
Critical Reasoning
The master’s-prepared nurse examines policies and seeks evidence for every aspect of practice,
thereby translating current evidence and identifying gaps where evidence is lacking. These
nurses apply research outcomes within the practice setting, resolve practice problems
(individually or as a member of the healthcare team), and disseminate results both within the
setting and in wider venues in order to advance clinical practice.
Master’s-prepared nurses lead continuous improvement processes based on translational research
skills and are engaged in identifying questions needing answers, searching and synthesizing the
evidence for potential solutions and innovations, evaluating the outcomes, and identifying
additional questions.
Master’s-prepared nurses lead the healthcare team in the implementation of evidence-based
practice. These nurses support staff in lifelong learning to improve care decisions, serving as a
role model and mentor for evidence-based decision making (AACN, 2011, p. 15 and 16).
Master’s-degree graduates are prepared to gather, document, and analyze outcome data that serve
as a foundation for decision making and the implementation of interventions or strategies to
improve care outcomes. They use statistical and epidemiological principles to synthesize these
data, information, and knowledge to evaluate and achieve optimal health outcomes (AACN,
2011, p. 18).
Leadership
Master’s-prepared nurses are members and leaders of healthcare teams that deliver a variety of
services bringing a unique blend of knowledge, judgment, skills, and caring to the team. As a
leader and partner with other health professionals, these nurses seek collaboration and
consultation with other providers as necessary in the design, coordination, and evaluation of
patient care outcomes. In an environment with ongoing changes in the organization and
financing of health care, master’s-prepared nurses have a keen understanding of healthcare
policy, organization, and financing. In addition, nurse practice at this level requires an
understanding of complexity theory and systems thinking, as well as the business and financial
acumen needed for the analysis of practice quality and costs (AACN, 2011, p. 11 and 12).
Master’s-prepared nurses will use their political efficacy and competence to improve the health
outcomes of populations and improve the quality of the healthcare delivery system. To
effectively collaborate with stakeholders, the master’s-prepared nurse must understand the fiscal
context in which they are practicing and make the linkages among policy, financing, and access
to quality health care. The graduate must understand the principles of healthcare economics,
finance, payment methods, and the relationships between policy and health economics.
Advocacy for patients, the profession, and health-promoting policies is operationalized in
divergent ways. Attributes of advocacy include safeguarding autonomy, promoting social justice,
using ethical principles, and empowering self and others (AACN, 2011, p. 20 and 21).
9
Professionalism and Professional Values
Master’s-prepared nurses build on the competencies gained in a baccalaureate nursing program
by developing a deeper understanding of nursing and the related sciences needed to fully
analyze, design, implement, and evaluate nursing care
Master’s-prepared nurses understand the intersection between systems science and
organizational science in order to serve as integrators within and across systems of care. Care
coordination is based on systems science (Nelson et al., 2008). Care management incorporates an
understanding of the clinical and community context, and the research relevant to the needs of
the population. Nurses at this level use advanced clinical reasoning for ambiguous and uncertain
clinical presentations, and incorporate concerns of family, significant others, and communities
into the design and delivery of care.
Master’s-prepared nurses use a variety of theories and frameworks, including nursing and ethical
theories in the analysis of clinical problems, illness prevention, and health promotion strategies.
Knowledge from information sciences, health communication, and health literacy are used to
provide care to multiple populations. These nurses are able to address complex cultural and
spiritual issues and design care that responds to the needs of multiple populations, who may have
potentially conflicting cultural needs and preferences (AACN, 2011, p. 9).
Global Health
The professional nurse is prepared to provide nursing and health care within an interconnected,
interdependent, diverse, culturally rich global world while promoting and maintain local and
global sustainable environments.
10
Supplemental definitions/glossary:
1. Altruism: the concern for the welfare and well being of others. In nursing, altruism is
reflected by the concern and advocacy for the welfare of patients, other nurses, and
health providers. (AACN, 2008).
2. Autonomy: the right to self-determination (AACN, 2008).
3. Caring: the conscious and intentional discipline that includes the essential elements of
compassion, competence, conscience, commitment, comportment and confidence.
(Roach, 2002; Watson, 1999).
4. Clinical judgment: the outcomes of critical thinking in nursing practice. Clinical
judgments begin with an end in mind. Judgments are about evidence, meaning and
outcomes achieved. (Pesut, 2001).
5. Clinical reasoning: the process used to assimilate information, analyze data, and make
decisions regarding patient care (Simmons, Lanuza, Fonteyn, & Hicks, 2003).
6. Compassion: a sensitivity to the pain and suffering of another that engenders a response
of participation, amelioration, and/or interconnectedness (Roach, 2002).
7. Comportment: caring as reflected in bearing, demeanor, dress and language (Roach,
2002).
8. Critical thinking: all or part of the process of questioning, analysis, synthesis,
interpretation, inference, inductive and deductive reasoning, intuition, application and
creativity. Critical thinking underlies independent and interdependent decision-making,
critical reasoning, clinical reasoning and clinical judgment (AACN, 2008).
9. Cultural reinforcement: the development of a congruent set of behaviors, attitudes and
policies that strengthen and support the patient’s health beliefs and practices (Cross,
Barzon, Dennis & Isaacs, 1989).
10. Disease prevention: activities that have as their goal the protection of people from
becoming ill because of actual or potential health threats. (Stanhope & Lancaster, 2008).
11. Diversity: the range of human variation, including age, race, gender, disability, ethnicity,
nationality, religious and spiritual beliefs, sexual orientation, political beliefs, economic
status, native language, and geographical background (AACN, 2008).
12. Environmental sustainability: the ethical and responsible use of natural resources on
order to maintain a sustainable environment (NAU Global Learning Initiative, 2010).
13. Evidence-based practice: the integration of the best research evidence, clinical expertise
and patient values into the planning and delivery of patient-centered care (IOM, 2003).
14. Global engagement: valuing the interconnectedness and interdependence of the human
experience on a global scale (NAU Global Learning Initiative, 2010).
15. Health disparity: differences in health status amount distinct segments of the population
including differences that occur by gender, race or ethnicity, education or income,
disability, or living in various geographic localities (Health People 2020; World Health
Organization, 2011).
16. Health equity: attainment of the highest level of health for all people. Health equity
entails focused societal efforts to address avoidable inequalities by equalizing the
conditions for health of all groups, especially those who have experienced
socioeconomic disadvantage or historical injustices (Healthy People 2020).
17. Health promotion: activities that have as their goal the development of human attitudes
and behaviors that maintain or enhance well-being (Stanhope & Lancaster, 2008).
11
18. Informatics: use of information and technology to communicate, manage knowledge,
mitigate error, and support decision making (QSEN).
19. Inter-disciplinary collaboration: effective teamwork with health-care team members
across disciplines with the goal of quality patient-centered care (QSEN).
20. Intra-professional collaboration: effective teamwork with nursing colleagues to achieve
continuity of effective patient care or other professional goals (AACN, 2008).
21. Patient: the recipient of nursing care or services. Patients may be individuals, families,
groups, communities, or populations. Patients may function in independent,
interdependent, or dependent roles. They may seek or receive nursing interventions
related to disease prevention, health promotion, or health maintenance, as well as illness
and end-of-life care (AACN, 2008).
22. Patient-centered care: includes actions to identify, respect and care about patients’
differences, values, preferences, and expressed needs; relieve pain and suffering;
coordinate continuous care; listen to, clearly inform, communicate with, and educate
patients; share decision making and management; and continuously advocate disease
prevention, wellness, and promotion of healthy lifestyles (IOM, 2003).
23. Quality improvement (QI): use data to monitor the outcomes of care processes and use
improvement methods to design, implement and evaluate changes to continuously
improve the quality and safety of health care systems (QSEN)
24. Quality (of care): a measure of health services that increase the likelihood of desired
health outcomes and are consistent with current professional knowledge (Robert Wood
Johnson Foundation, 2009).
25. Rural: communities with less than 20,000 residents or fewer than 99 persons per square
mile; as related to health care that it takes 30 minutes or longer to arrive at a health
service center. (Stanhope & Lancaster, 2008).
26. Safety: minimizes the risk of harm to patients and providers through both system
effectiveness and individual performance (QSEN).
27. Social justice: The equitable distribution of social, economic and political resources,
opportunities and responsibilities (World Health Organization, 2011).
28. Spiritual care: interventions that facilitate the ability to experience the integration of the
body, mind, and spirit to achieve wholeness, health and sense of connection to self,
others, and a higher power (American Nurses Association and Health Ministries
Association, 2005).
12
References Utilized:
American Association of Colleges of Nursing (AACN) (2008). The essentials of baccalaureate
education for professional nursing practice. Author: Washington, DC.
American Nurses Association and Health Ministries Association (2005). Faith
community nursing: Scope & standards of practice. Silver Spring, MD: ANA
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical
transformation. San Francisco, CA: Jossey-Bass.
Benner, P., & Wrubel, J. (1989). The primacy of caring. Menlo Park, CA: Addison-Wesley.
Cross, T. L., Barzon, B. J., Dennis, K. W., & Isaacs, M. R. (1989). Towards a culturally
competent system of care. Washington, D.C.: CASSP Technical Assistance Center for
Children’s Mental Health; Georgetown University Child Development Center.
Institute of Medicine. (2003). Health professions education: A bridge to quality.
Washington, DC: National Academies Press.
Robert Wood Johnson Foundation. (2009). Glossary of health care quality terms. Retrieved
from: http://www.rwjf.org/qualityequality/glossary.jsp [February 4, 2011]
Northern Arizona University (2010). Global learning initiative. Retrieved from :
http://international.nau.edu/about_cie/task_force.html [February 9, 2011]
Pesut, D.J. (2001). Clinical judgment: Foreground/background. Journal of Professional
Nursing, 17(5), 215.
Porter-O’Grady, T. & Malloch, K. (2003). Quantum leadership: A textbook for new leadership.
Sudbury, MA: Jones & Bartlett.
QSEN: Quality and Safety Education for Nurses. (2011). Definitions retrieved:
http://www.qsen.org/ksas_prelicensure.php [February 9, 2011].
Roach, M.S. (2002). Caring, the human mode of being (2nd revised edition). Ottawa, Ontario:
CHA Press.
Simmons, B., Lanuza, D., Fonteyn, M., & Hicks, F. (2003).Clinical reasoning in experienced
nurses. Western Journal of Nursing Research, 25, 701-719.
Stanhope, M. & Lancaster, J. (2008). Public health nursing: Population-centered health care in
the community. Thousand Oaks, CA: Sage.
Watson, J. (1999). Postmodern nursing and beyond. Edinburgh: Churchill Livingstone.
13
LEVEL ONE OUTCOMES
BSN PROGRAM OUTCOMES
LEVEL TWO OUTCOMES
LEVEL THREE/ PROGRAM
OUTCOMES
Clinical Practice and Prevention
Clinical Practice and Prevention
Clinical Practice and Prevention
Demonstrates competency in providing
safe, effective patient-centered care that
is holistic and based in evidence to
protect and promote the health of
individuals.
Applies sound clinical judgment based in
theory and evidence to promote and
protect health in patients across the
lifespan and healthcare continuum.
Communication
Communication
Demonstrates beginning professional
communication skills in clinical and
learning situations.
Critical reasoning
Applies professional and therapeutic
communication in clinical and learning
situations.
Critical reasoning
Incorporates effective communication into
professional nursing practice.
Displays a commitment to the use of
theory and research evidence to provide
safe, effective, patient-centered nursing
care.
Utilizes nursing knowledge, information
technologies and research evidence to
construct and implement safe, effective,
patient-centered nursing care.
Synthesizes evidence and nursing knowledge
to evaluate and modify clinical nursing
practice, in order to provide holistic, safe,
comprehensive, patient-centered care.
Integrates theory, evidence, professional
perspectives, and patient preferences into
clinical judgment to provide holistic patientcentered care across the lifespan and
healthcare continuum, and in healthcare
environments.
Communication
Critical reasoning
Leadership
Leadership
Integrates reliable evidence from multiple
ways of knowing to inform practice and
make clinical judgments.
Leadership
Organizes self to provide safe nursing
care to individuals.
Applies principles of collaboration,
delegation and advocacy to manage safe
Integrates knowledge and skills in leadership,
quality improvement, health care policy and
14
LEVEL ONE OUTCOMES
BSN PROGRAM OUTCOMES
LEVEL TWO OUTCOMES
patient care.
Demonstrates knowledge and skills of
leadership to provide safe and appropriate
patient-centered nursing care.
Professionalism and Professional
Values
Professionalism and Professional
Values
Demonstrates professional values and
their associated behaviors in the practice
of nursing.
Applies professional values and their
associated behaviors to the practice of
nursing.
Demonstrates ethical and legal
principles and professional standards in
nursing practice.
Applies ethical and legal principles and
professional standards to nursing
practice.
Demonstrates the ability to translate
caring’s affective characteristics into
patient-centered care and with other
healthcare professionals.
Global Health
Global Engagement
Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Applies caring’s affective characteristics
into patient-centered care and with other
healthcare professionals.
LEVEL THREE/ PROGRAM
OUTCOMES
patient safety into practice to provide high
quality care.
Professionalism and Professional Values
Integrates professional values and their
associated behaviors into the practice of
nursing.
Incorporates ethical and legal principles
and professional standards into nursing
practice.
Integrates caring’s affective characteristics
into patient-centered care and with other
healthcare professionals.
Global Health
Global Health
Global Engagement
Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Global Engagement
Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
15
LEVEL ONE OUTCOMES
BSN PROGRAM OUTCOMES
LEVEL TWO OUTCOMES
LEVEL THREE/ PROGRAM
OUTCOMES
Diversity Education
Diversity Education
Diversity Education
Identifies social, biological, cultural, and Examines the impact of health equity and Advocates for health equity and social justice
health literacy data and how it impacts
social justice on nursing and health care in for vulnerable populations and the
nursing practice.
a variety of settings.
elimination of health disparities both locally
and globally.
Environmental Sustainability
Environmental Sustainability
Recognizes how responsible health care Examines how nurses and institutions can Environmental Sustainability
waste disposal reduces environmental
impact environmental sustainability across Participates in collaborative efforts to
hazards.
multiple contexts in diverse health care
improve aspects of the environment that
settings.
negatively impacts health both locally and
globally.
16
BSN PROGRAM OUTCOMES
Clinical Practice and Prevention
Integrates theory, evidence,
professional perspectives, and
patient preferences into clinical
judgment to provide holistic
patient-centered care across the
lifespan and healthcare continuum,
and in healthcare environments.
Communication
Incorporates effective
communication into professional
nursing practice.
Critical reasoning
Synthesizes evidence and nursing
knowledge to evaluate
and modify clinical nursing
practice, in order to provide
holistic, safe, comprehensive,
patient-centered care.
MS PROGRAM OUTCOMES
Clinical Practice and Prevention
Design patient-centered and culturally responsive strategies in the delivery of
clinical prevention and health promotion interventions and/or services to
individuals, families, communities, and aggregates/clinical populations.
Communication
Develop and collaborate within interprofessional teams and partnerships by using effective
communication strategies.
Advance patient education, enhance accessibility of care, analyze practice patterns, and
improve health care and nurse sensitive outcomes by using information and communication
technologies.
Critical reasoning
Integrate theory, evidence, clinical judgment, research, and interprofessional
perspectives using translational processes to improve practice and associated health
outcomes for patient aggregates.
Integrates reliable evidence from
multiple ways of knowing to inform
practice and make clinical
judgments.
17
BSN PROGRAM OUTCOMES
Leadership
Integrates knowledge and skills in
leadership, quality improvement,
health care policy and patient safety
into practice to provide high quality
care.
Professionalism and Professional
Values
Integrates professional values and
their associated behaviors into the
practice of nursing.
MS PROGRAM OUTCOMES
Leadership
Analyze how policies influence the structure and financing of health care, practice, and health
outcomes.
Examine the effect of legal and regulatory processes on nursing practice, healthcare delivery,
and outcomes.
Professionalism and Professional Values
Advocate for patients, families, caregivers, communities and members of the healthcare team.
Incorporate core scientific and ethical principles in identifying potential and actual ethical
issues arising from practice, and assisting patients and other healthcare providers to address
such issues.
Incorporates ethical and legal
principles and professional
standards into nursing practice.
Integrates caring’s affective
characteristics into patient-centered
care and with other healthcare
professionals.
Global Health
Global Engagement
Advocates for health equity and
social justice for vulnerable
populations and the elimination of
health disparities both locally and
globally.
Global Health
Global Engagement
Transforms health care systems to address health equity and social justice thus reducing health
disparities in vulnerable populations.
18
BSN PROGRAM OUTCOMES
Diversity Education
Promotes safety and quality of
health care outcomes for diverse
populations incorporating
principles of advocacy, leadership
and collaboration.
Environmental Sustainability
Participates in collaborative efforts
to improve aspects of the
environment that negatively
impacts health both locally and
globally.
MS PROGRAM OUTCOMES
Diversity Education
Assumes leadership and/or research roles in developing, implementing, and evaluating
culturally reinforcing nursing and other health care services from local to global perspectives.
Prioritizes the social and cultural factors that affect health in designed and delivering care
across multiple contexts.
Environmental Sustainability
Creates partnerships that promote sustainable environmental health policies and conditions.
Analyzes and promote social, political, and economic policies that influence sustainable
environments and reduce human health exposures in a global society.
19
Exhibit B
Undergraduate Course Learning Outcomes for Global Health Strand
BSN Program Level I
Courses: 205/205L, 214, 215
NUR 205: Transition into Nursing
Course Description: Emphasis on development of student as a caring competent nurse at
beginning level. Focuses on introduction to profession, skill development, and situational
transition to nursing student role.
.
NUR 205 Course Outcomes
Level I Program Outcomes
Global Health


Global Health

Examines health literacy data and its
impact on the practice of nursing.
Examines a patient's social,
biological, and cultural features and
how these influence the practice of
nursing.


Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 205L: Transition into Nursing Clinical
Course Description: Emphasis on development of student as a caring competent nurse at
beginning level. Focuses on introduction to profession, skill development, and situational
transition to nursing student role.
NUR 205L Course Outcomes
Level I Program Outcomes
Global Health


Global Health
Applies health literacy data within the 
clinical setting.
Applies patient's social, biological,

and cultural features to patient care.

20
Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 214: Introduction to Health Assessment
Course Description: Introductory course emphasizes health history and physical
examination skills essential for holistic assessment using the nursing process. Provides
knowledge to develop health assessment skills and outcomes in healthy persons.
NUR 214 Course Outcomes
Global Health

Level I Program Outcomes
Global Health

Examines one’s own personal values,
beliefs, and practices as compares to
diverse populations in a global society.


Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 214L: Introduction to Health Assessment
Course Description: Introductory course emphasizes health history and physical
examination skills essential for holistic assessment using the nursing process. Provides
knowledge to develop health assessment skills and outcomes in healthy persons.
NUR 214L Course Outcomes
Global Health

Level I Program Outcomes
Global Health

Examines one’s own personal values,
beliefs, and practices as compares to
diverse populations in a global society.


21
Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 215: Pharmacology
Course Description: Introduces classifications, actions, and uses of pharmacotherapeutic
agents. Includes administration skills, safety, and legal considerations. Emphasizes
patient and nursing implications.
NUR 215 Course Outcomes
Level I Program Outcomes
Global Health
Global Health

Recognize variations in drug responses
that occur with individuals of various
ages, gender, and race.

Incorporate developmental, gender,
genetic, economic and other issues that
affect drug therapy.




Discuss proper disposal of the portion of
medications that will not be
administered.
Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
BSN Program Level II
Courses: 208/208L, 212/212L, 216/216L, 320, 321, 390W
NUR 208: Adult Health & Illness I
Course Description: This course focuses on nursing care of adults experiencing healthillness transitions.
NUR 208 Course Outcomes
Global Health

Level II Program Outcomes
Global Health

Discusses the impact of health equity and
social justice on nursing and health care in
a variety of settings.


22
Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 208L: Adult Health & Illness I Clinical
Course Description: This course focuses on nursing care of adults experiencing healthillness transitions.
NUR 208L Course Outcomes
Global Health

Level II Program Outcomes
Global Health

Plans culturally appropriate care
and/or teaching in selected situations.


Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 212: Adult Health & Illness II
Course Description: This course continues the focus on nursing care of adults
experiencing health-illness transitions
NUR 212 Course Outcomes
Global Health
 Develops effective strategies to implement
culturally appropriate care.
 Analyzes the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Level II Program Outcomes
Global Health



Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 212L: Adult Health & Illness II Clinical
Course Description: This course continues the focus on nursing care of adults
experiencing health-illness transitions
NUR 212L Course Outcomes
Global Health

Level II Program Outcomes
Global Health

Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
23
Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally

reinforcing care.
Identifies how nurses and institutions can
impact environmental health and
sustainability in diverse health care
settings.


reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 216: Psychiatric and Mental Health Nursing
Course Description: Emphasis on nursing strategies for promoting, maintaining, and
restoring mental health utilizing therapeutic nursing interventions for clients along the
mental health/ disorder continuum.
NUR 216 Course Outcomes
Global Health

Level II Program Outcomes
Global Health

Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.


Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 216L: Psychiatric and Mental Health Nursing
Course Description: Emphasis on nursing strategies for promoting, maintaining, and
restoring mental health utilizing therapeutic nursing interventions for clients along the
mental health/ disorder continuum.
NUR 216L Course Outcomes
Global Health

Level II Program Outcomes
Global Health

Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.

24
Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in

a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 320: Basic Principles in Palliative Care
Course Description: Provides an overview of core principles of palliative care.
Emphasizes strategies to improve palliative care and the nurse as a member of an
interdisciplinary team.
NUR 320 Course Outcomes
Global Health

Level II Program Outcomes
Global Health
Describes approaches to work with
individuals, families, and/or communities
to implement culturally-reinforcing
palliative care.

Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.

Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.

Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 321: Gerontology
Course Description: Explores beliefs, attitudes, and stereotypes about the elderly.
Includes theories of aging, normal aspects and changes, ethical issues, and successful
aging through interdisciplinary health promotion and risk reduction strategies.
NUR 321 Course Outcomes
Global Health

Level II Program Outcomes
Global Health
Examines the impact of health equity and
social justice on nursing the older adult.
25

Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.

Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.

Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 390W: Nursing Research & Evidence Based Practice
Course Description: This course focuses on the research process as it relates to health
and nursing practice. It emphasizes developing abilities to interpret research reports and
apply research evidence to nursing practice. As the junior level writing course, it
emphasizes writing skills.
NUR 390W Course Outcomes
Global Health

Level II Program Outcomes
Global Health

N/A


Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
BSN Program Level III
Courses: 211/211L, 350/350L, 424, 427/427L, 450C, 451
NUR 211: Developmental and Health-Illness Transitions of Child-Bearing and ChildRearing Families
Course Description: Focuses on nursing care for child-bearing and child-rearing
families experiencing developmental, health, and illness transitions.
NUR 211 Course Outcomes
Level III Program Outcomes
Global Health

Global Health

Promotes safety and quality of health
outcomes for diverse childbearing and
childrearing populations, incorporating
26
Promotes safety and quality of health
care outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.

principles of advocacy, leadership, and
collaboration.

Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 211L: Developmental and Health-Illness Transitions of Child-Bearing and ChildRearing Families
Course Description: Focuses on nursing care for child-bearing and child-rearing
families experiencing developmental, health, and illness transitions.
NUR 211L Course Outcomes
Level III Program Outcomes
Global Health

Global Health

Participates in collaborative efforts to
improve aspects of the environment
that negatively impact the health of
childbearing and childrearing families
both locally and globally.


Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 350: Nursing Care of Families
Course Description: Nursing care/case management of families experiencing complex
health transitions within community settings.
NUR 350 Course Outcomes
Global Health

Level III Program Outcomes
Global Health

Analyzes safety and quality of health
care outcomes for diverse family
populations in the home and
community settings incorporating
principles of advocacy, leadership, and
collaboration.

27
Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.

Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 350L: Nursing Care of Families Clinical
Course Description: Nursing care/case management of families experiencing complex
health transitions within community settings.
NUR 350L Course Outcomes
Level III Program Outcomes
Global Health


Global Health

Promotes safety and quality of health
care outcomes for diverse family
populations in the home and
community settings incorporating
principles of advocacy, leadership, and
collaboration.
Participates in collaborative efforts to
improve aspects of the environment
that negatively impact the health of
patients and families in the home and
community setting.


Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 424: Manager of Care/Health Care Systems
Course Description: This course provides the student with knowledge and skills to
manage care across the continuum, with information technology for quality outcomes
within the current health care delivery system.
UR 424 Course Outcomes
Global Health

Level III Program Outcomes
Global Health

Promotes safety and quality of health
care outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.


28
Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 427: Public Health Nursing
Course Description: Provides a foundation for developing and implementing public
health promotion and disease prevention strategies for populations and communities
within the context of a global society.
NUR 427 Course Outcomes
Global Health


Level III Program Outcomes
Global Health

Analyzes global and societal public
health trends for health promotion, risk
reduction and disease prevention.
Critiques the impact of health and social
policy and standards on global, national
and state communities and the profession
of public health nursing.


Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 427L: Public Health Nursing
Course Description: Provides a foundation for developing and implementing public
health promotion and disease prevention strategies for populations and communities
within the context of a global society.
NUR 427L Course Outcomes
Global Health


Level III Program Outcomes
Global Health

Analyzes global and societal public
health trends for health promotion, risk
reduction and disease prevention.
Critiques the impact of health and social
policy and standards on global, national
and state communities and the profession
of public health nursing.


29
Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 450C: Nursing Leadership
Course Description: This capstone course will provide students with the opportunity to
synthesize leadership principles into the baccalaureate role in nursing.
Global Health
 Synthesizes principles of health equity
and social justice for vulnerable
populations into the role of the
professional nurse.
 Analyzes the role of the nurse as
change agent related to improving local
and global environmental conditions
which affect a population’s health.
Global Health



Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social justice
for vulnerable populations and the elimination
of health disparities both locally and globally.
Participates in collaborative efforts to improve
aspects of the environment that negatively
impacts health both locally and globally.
NUR 451: Nursing Leadership
Course Description: Clinical preceptorship for unlicensed nursing students provides
clinical experience in preparation for transition into professional nursing practice.
Global Health
 Synthesizes principles of health equity
and social justice for vulnerable
populations into the role of the
professional nurse.
 Analyzes the role of the nurse as
change agent related to improving local
and global environmental conditions
which affect a population’s health.
Global Health



Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social justice
for vulnerable populations and the elimination
of health disparities both locally and globally.
Participates in collaborative efforts to improve
aspects of the environment that negatively
impacts health both locally and globally.
Accelerated BSN Program Level I
Courses: 319/319L, 330, 331, 332, 333/333L
NUR 319: Fundamentals of Nursing Practice
Course Description: Fundamental concepts of nursing that provide the building blocks
of nursing care. Emphasis is placed on developing skills needed to assess, implement, and
monitor selected nursing interventions and technologies.
NUR 319 Course Outcomes
Level I Program Outcomes
30
Global Health
Global Health


Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.


Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 319L: Fundamentals of Nursing Practice - Clinical
Course Description: Fundamental concepts of nursing that provide the building blocks
of nursing care. Emphasis is placed on developing skills needed to assess, implement, and
monitor selected nursing interventions and technologies.
NUR 319L Course Outcomes
Level I Program Outcomes
Global Health
Global Health


Recognizes how responsible health care
waste disposal reduces environmental
hazards.


Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 330: Nursing as a Discipline and Profession
Course Description: An introduction to nursing as a distinct discipline of knowledge and
a unique professional service.
NUR 330 Course Outcomes
Level I Program Outcomes
Global Health
Global Health


Examines one’s own personal values,
beliefs, and practices as compared to
diverse
populations in a global society.

31
Examines one’s own personal values,
beliefs, and practices as compared to
diverse
populations in a global society.
Identifies social, biological, cultural, and

health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 331: Applied Pharmacology and Pathophysiology
Course Description: Introduces students to classifications, actions, and uses of
pharmacotherapeutic agents. Includes an overview of administration skills, safety, and
legal considerations. Emphasis is on the patient and nursing implications and related
pathophysiology.
NUR 331 Course Outcomes
Level I Program Outcomes
Global Health



Global Health

Recognize variations in drug responses
that occur with individuals of various
ages, gender, and race.
Incorporate developmental, gender,
genetic, economic and other issues that
affect drug therapy.
Discuss proper disposal of the portion
of medications that will not be
administered.


Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 332: Nursing Assessment and Process
Course Description: Study of fundamental nursing process knowledge while learning
cognitive and psychomotor skills in health history, assessments, and physical exams
across the life span.
NUR 332 Course Outcomes
Level I Program Outcomes
Global Health

Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global
society.
Global Health



32
Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 332L: Nursing Assessment and Process
Course Description: Study of fundamental nursing process knowledge while learning
cognitive and psychomotor skills in health history, assessments, and physical exams
across the life span.
NUR 332L Course Outcomes
Global Health

Level I Program Outcomes
Global Health

Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.


Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 333: Communication and Mental Health Nursing
Course Description: Course focuses on developing therapeutic communication skills
with clients and other healthcare providers. Additionally, the course will focus on
promoting, maintaining, and restoring mental health, utilizing therapeutic nursing
interventions.
NUR 333 Course Outcomes
Global Health

Level II Program Outcomes
Global Health

Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.


33
Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 333L: Communication and Mental Health Nursing
Course Description: Course focuses on developing therapeutic communication skills
with clients and other healthcare providers. Additionally, the course will focus on
promoting, maintaining, and restoring mental health, utilizing therapeutic nursing
interventions.
NUR 333L Course Outcomes
Global Health

Level II Program Outcomes
Global Health

Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.


Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
Accelerated BSN Program Level II
Courses: 334/334L, 390W
NUR 334: Adult Health Nursing Theory
Course Description: This course establishes the foundation for caring for adults
experiencing disease and illness.
NUR 334 Course Outcomes
Global Health



Level II Program Outcomes
Global Health

Develops effective strategies to
implement culturally appropriate care.
Examines the impact of health equity
and social justice on nursing and health
care in a variety of settings.
Analyzes the impact of health equity
and social justice on nursing and health
care in a variety of settings.


34
Collaborates with patients and families
to identify mutually agreed upon goals
and health care outcomes for culturally
reinforcing care.
Examines the impact of health equity
and social justice on nursing and health
care in a variety of settings.
Examines how nurses and institutions
can impact environmental
sustainability across multiple contexts
in diverse health care settings.
NUR 334: Adult Health Nursing Theory
Course Description: This course establishes the foundation for caring for adults
experiencing disease and illness.
NUR 334L Course Outcomes
Global Health


Level II Program Outcomes
Global Health

Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Identifies how nurses and institutions can
impact environmental health and
sustainability in diverse health care
settings.


Collaborates with patients and families
to identify mutually agreed upon goals
and health care outcomes for culturally
reinforcing care.
Examines the impact of health equity
and social justice on nursing and health
care in a variety of settings
Examines how nurses and institutions
can impact environmental sustainability
across multiple contexts in diverse
health care settings.
NUR 390W: Nursing Research & Evidence Based Practice
Course Description: This course focuses on the research process as it relates to health
and nursing practice. It emphasizes developing abilities to interpret research reports and
apply research evidence to nursing practice. As the junior level writing course, it
emphasizes writing skills.
NUR 390W Course Outcomes
Global Health

Level II Program Outcomes
Global Health

N/A


35
Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
Accelerated BSN Program Level III
Courses: 335/335L, 408, 441/441L, 450C
NUR 335: Nursing Care of Child-Bearing and Child-Rearing Families
Course Description: This course examines transitions of individuals and families across
the life span, emphasizing childbearing processes, childhood experiences, and the effects
of illness on childbearing women and children.
Global Health

Global Health
Promotes safety and quality of health
outcomes for diverse childbearing and
childrearing populations, incorporating
principles of advocacy, leadership, and
collaboration.

Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.

Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both locally
and globally.

Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 335L: Nursing Care of Child-Bearing and Child-Rearing Families Clinical
Course Description: This course examines transitions of individuals and families across
the life span, emphasizing childbearing processes, childhood experiences, and the effects
of illness on childbearing women and children.
Global Health


Global Health
Participates in collaborative efforts to
improve aspects of the environment the
negatively impacts the heath of
childbearing and childrearing families both
locally and globally.
Advocates for health equity and social
justice for vulnerable families and
communities.
36

Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.

Advocates for health equity and social justice
for vulnerable populations and the elimination
of health disparities both locally and globally.

Participates in collaborative efforts to improve
aspects of the environment that negatively
impacts health both locally and globally.
NUR 408: Fieldwork Experience
Course Description: Individualized supervised field experience in an appropriate agency
or organization
Global Health
 Synthesizes principles of health equity
and social justice for vulnerable
populations into the role of the
professional nurse.
 Analyzes the role of the nurse as
change agent related to improving local
and global environmental conditions
which affect a population’s health.
Global Health

Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.

Advocates for health equity and social justice
for vulnerable populations and the elimination
of health disparities both locally and globally.

Participates in collaborative efforts to improve
aspects of the environment that negatively
impacts health both locally and globally.
NUR 441: Health Policy and Public Health Nursing
Course Description: This course provides a foundation for developing and
implementing public health promotion and disease prevention strategies for populations
and communities within the context of a global society.
NUR 441 Course Outcomes
Global Health


Analyzes global and societal public
health trends for health promotion, risk
reduction and disease prevention.
Critiques the impact of health and social
policy and standards on global, national
and state communities and the profession
of public health nursing.
Level III Program Outcomes
Global Health



37
Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 441L: Health Policy and Public Health Nursing Clinical
Course Description: This course provides a foundation for developing and
implementing public health promotion and disease prevention strategies for populations
and communities within the context of a global society.
NUR 441L Course Outcomes
Global Health


Analyzes global and societal public
health trends for health promotion, risk
reduction and disease prevention.
Critiques the impact of health and social
policy and standards on global, national
and state communities and the profession
of public health nursing.
Level III Program Outcomes
Global Health



Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 450C: Nursing Leadership
Course Description: This capstone course will provide students with the opportunity to
synthesize leadership principles into the baccalaureate role in nursing.
Global Health


Global Health
Synthesizes principles of health equity and
social justice for vulnerable populations
into the role of the professional nurse.
Analyzes the role of the nurse as change
agent related to improving local and global
environmental conditions which affect a
population’s health.
38

Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.

Advocates for health equity and social justice
for vulnerable populations and the elimination
of health disparities both locally and globally.

Participates in collaborative efforts to improve
aspects of the environment that negatively
impacts health both locally and globally.
RN to BSN Program Level I
Courses: 307, 330
NUR 307: Health Assessment for Registered Nurses
Course Description: Clinical lab course provides cognitive and psychomotor skills in
health history, assessments, and physical exams across the life span
NUR 307 Course Outcomes
Global Health
 Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Level I Program Outcomes
Global Health



Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
NUR 330: Nursing as a Discipline and Profession
Course Description: An introduction to nursing as a distinct discipline of knowledge and
a unique professional service.
NUR 330 Course Outcomes
Global Health

Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Level I Program Outcomes
Global Health



39
Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Identifies social, biological, cultural, and
health literacy data and how it impacts
nursing practice.
Recognizes how responsible health care
waste disposal reduces environmental
hazards.
RN to BSN Program Level II
Courses: 320, 321, 390W
NUR 320: Basic Principles in Palliative Care
Course Description: Provides an overview of core principles of palliative care.
Emphasizes strategies to improve palliative care and the nurse as a member of an
interdisciplinary team.
NUR 320 Course Outcomes
Global Health

Level II Program Outcomes
Global Health

Describes approaches to work with
individuals, families, and/or communities
to implement culturally-reinforcing
palliative care.


Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 321: Gerontology
Course Description: Explores beliefs, attitudes, and stereotypes about the elderly.
Includes theories of aging, normal aspects and changes, ethical issues, and successful
aging through interdisciplinary health promotion and risk reduction strategies.
NUR 321 Course Outcomes
Global Health

Level II Program Outcomes
Global Health

Examines the impact of health equity and
social justice on nursing the older adult.


40
Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
NUR 390W: Nursing Research & Evidence Based Practice
Course Description: This course focuses on the research process as it relates to health
and nursing practice. It emphasizes developing abilities to interpret research reports and
apply research evidence to nursing practice. As the junior level writing course, it
emphasizes writing skills.
NUR 390W Course Outcomes
Global Health

Level II Program Outcomes
Global Health

N/A


Collaborates with patients and families to
identify mutually agreed upon goals and
health care outcomes for culturally
reinforcing care.
Examines the impact of health equity and
social justice on nursing and health care in
a variety of settings.
Examines how nurses and institutions can
impact environmental sustainability across
multiple contexts in diverse health care
settings.
RN to BSN Program Level III
Courses: 408, 420, 424, 427/427L, 450C
NUR 408: Fieldwork Experience
Course Description: Individualized supervised field experience in an appropriate agency
or organization.
Global Health
 Synthesizes principles of health equity
and social justice for vulnerable
populations into the role of the
professional nurse.

Analyzes the role of the nurse as
change agent related to improving local
and global environmental conditions
which affect a population’s health.
41
Global Health

Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.

Advocates for health equity and social justice
for vulnerable populations and the
elimination of health disparities both locally
and globally.

Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 420: Family Nursing Roles
Course Description: Explores roles of nurses working with families, including
application of theories to understand how families function and cope with stress.
Emphasizes family assessment, health promotion and role of genomics.
Global Health
 Analyzes safety and quality of health
care outcomes for diverse family
populations in community settings
incorporating principles of advocacy,
leadership and collaboration.
 Explores innovative approaches in
holistic care to promote health equity
and social justice for families in
community settings.
Global Health

Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.

Advocates for health equity and social justice
for vulnerable populations and the elimination
of health disparities both locally and globally.

Participates in collaborative efforts to improve
aspects of the environment that negatively
impacts health both locally and globally.
NUR 424: Manager of Care/Health Care Systems
Course Description: This course provides the student with knowledge and skills to
manage care across the continuum, with information technology for quality outcomes
within the current health care delivery system.
NUR 424 Course Outcomes
Global Health

Level III Program Outcomes
Global Health

Promotes safety and quality of health
care outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.


42
Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 427: Public Health Nursing
Course Description: Provides a foundation for developing and implementing public
health promotion and disease prevention strategies for populations and communities
within the context of a global society.
NUR 427 Course Outcomes
Global Health


Level III Program Outcomes
Global Health

Analyzes global and societal public
health trends for health promotion, risk
reduction and disease prevention.
Critiques the impact of health and social
policy and standards on global, national
and state communities and the profession
of public health nursing.


Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 427L: Public Health Nursing
Course Description: Provides a foundation for developing and implementing public
health promotion and disease prevention strategies for populations and communities
within the context of a global society.
NUR 427L Course Outcomes
Global Health


Level III Program Outcomes
Global Health

Analyzes global and societal public
health trends for health promotion, risk
reduction and disease prevention.
Critiques the impact of health and social
policy and standards on global, national
and state communities and the profession
of public health nursing.


43
Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.
Advocates for health equity and social
justice for vulnerable populations and the
elimination of health disparities both
locally and globally.
Participates in collaborative efforts to
improve aspects of the environment that
negatively impacts health both locally and
globally.
NUR 450C: Nursing Leadership
Course Description: This capstone course will provide students with the opportunity to
synthesize leadership principles into the baccalaureate role in nursing.
Global Health
 Synthesizes principles of health equity
and social justice for vulnerable
populations into the role of the
professional nurse.
 Analyzes the role of the nurse as
change agent related to improving local
and global environmental conditions
which affect a population’s health.
44
Global Health

Promotes safety and quality of health care
outcomes for diverse populations
incorporating principles of advocacy,
leadership and collaboration.

Advocates for health equity and social justice
for vulnerable populations and the elimination
of health disparities both locally and globally.

Participates in collaborative efforts to improve
aspects of the environment that negatively
impacts health both locally and globally.
Exhibit C
Graduate Course Learning Outcomes for Global Health Strand
Examples of diversity education learning outcomes in master’s level courses:
NUR 530 Advanced Prinicples in Evidence-Based Practice
 Explore the concept of “rural and/or vulnerable population” and its
implication for conducting research.
 Suggest clinical decisions based on evidence from the literature combined
with clinical expertise and patient preferences
NUR 550 Family Nursing Theory and Practice
 Describe guidelines for advanced nursing practice for family-focused,
culturally competent care in health and illness.
NUR 560 Rural Theory and Health Policy
 Discuss the implications of social and cultural factors on the delivery of health
care in rural areas.
 Identify strategies to promote health in varying cultural, ethnic and social
groups throughout the rural communities in the Southwest.
NUR 660 Family Primary Health Care I
 Use knowledge of family theory, cultural diversity, spirituality and health
assessment in specifying the data to be collected for health promotion, health
maintenance, and common uncomplicated conditions for individuals and
families.
NUR 661 Family Primary Health Care Practicum I
 Begin to apply knowledge of family theory, cultural diversity, spirituality, and
primary care assessment in specifying the data to be collected about
individuals and families with health promotion/disease prevention and health
maintenance needs.
NUR 664 Family Primary Health Care III

Use knowledge of family theory, cultural diversity and health assessment in
specifying the data to be collected, as well as the assessment and management
of acute, chronic and complex health conditions for individuals and families.
NUR 665 Family Primary Health Care Practicum III
 Develop skills in the application of knowledge of family theory, cultural
diversity, spirituality, and primary care assessment in specifying the data to be
collected about individuals and families with acute and chronic health care
needs.
45
NUR 675 Advance Practice Nurse Roles
 Articulate the role of the APN in delivery of health services to clients and
families 1iving in rural communities.
 Analyze ethical dilemmas that may occur in practice
NUR 697 Advanced Principles in Palliative Care (an elective course)
 Identify the impact of culture on delivery of end of life care with diverse
populations.
 Describe and apply ways to work with individuals, families, and/or
communities to implement culturally appropriate end of life care.
 Teach individuals, families, and/or communities as appropriate about the end
of life as it relates to their particular situation and concerns.
 Discuss aspect of suffering for patients and families facing the end of life
situations.
NUR 697 Health Care in a Global Society (currently being taught as an independent
study elective)
 Practice within the ethical and legal framework of nursing, reflecting cultural
and cultural safety accommodation
 Design and implement cultural reinforcing or accommodating health care
promotion, protection, maintenance of health, risk reduction and prevention of
disease interventions for populations and communities in a global society
 Promote cultural appropriate protection, enhancement and preservation of
health for populations and communities’ dignity and quality of life in a global
society.
 Synthesize and utilize communication theory to express self in a culturally
effective manner in diverse community settings
 Facilitate culturally effective communication to targeted populations and
communities.
 Adapt uses of technologies in cultural appropriate ways to meet community
needs.
 Elicit and clarify the cultural preferences and values of a targeted community
or population
 Analyze past and present health beliefs, practices and current health needs of a
targeted community/region.
 Interpret the health care providers’ role in a targeted community or population
in light of principles from transcultural nursing, medical anthropology and
ethics.
 Synthesize theoretical concepts of world views and health beliefs from
transcultural nursing, medical anthropology and ethics
 Analyze cultural factors influencing health beliefs and practices of both health
care providers and the targeted population or community
 Analyze the community’s or populations’ diverse cultures and values and
apply findings to provide health care
 Formulate and implement health care that demonstrates cultural competency
46

Design health care that utilizes an understanding of culture, environment,
communication, social organization, legal and political organization, nutrition
and spiritual/religious factors influencing health beliefs and practices of both
health care providers and consumers and current health needs of targeted
populations/community/region in a global society.
An example of environmental sustainability in learning outcomes in master’s level
courses includes:
NUR 520 Applied Pathophysiology for APNs
 Analyze an environmental concern that affects health
An example of global engagement in learning outcomes in master’s level courses
includes:
NUR 675 Advance Practice Nurse Roles
 Examine the APN role from a global perspective.
47
Exhibit D
Example of Undergraduate Learning Experience
Class Assignment Description
For
Global Health Project
The class will be divided into pairs or groups. Each pair/group will have 10 minutes (or time
determined by individual Lecture Faculty) for their Global Presentation.
Global Health Topics:
 Chronic Disease (Cardiovascular, pulmonary)
 Health Education/Promotion
 Healthcare Access
 Nutrition (diabetes, stomach cancer)
 Poverty
 Mental health/substance abuse
 Communicable Disease (HIV, TB, malaria, parasites)
 Unintentional/Intentional Injuries
Populations: Pick a population in a country other than the United States
The presentation should be organized to include the following:
 Succinct display of statistical data of your population
 Who are at greatest risk within your population?
 What is the prevalence of the global health topic within your population?
 Provides specific example/observation of how global health topic is addressed within
your population.
 How does the global health topic impact society?

Identify cultural implications and how the global health topic is being addressed
48
Evaluation of Group Presentation In-Class
Group Members:
Content/Topic
Comments
___/2 pts
 Succinct display of statistical data of your
population
 Who are at greatest risk within your population?
___/4 pts


What is the prevalence of the global health topic
within your population?
Provides specific example/observation of how
global health topic is addressed within your
population.
___/2 pts


How does the global health topic impact
society?
Identify cultural implications and how the
global health topic is being addressed
___/2 pts Approach:
Creative
Appropriate appearance
Used Power Point®
Within time limit
Reference List (APA Format)
Additional Comments:
Score _______/10
49
Exhibit E
Examples of Graduate Learning Experience
EXAMPLE 1
NUR 660 Family Primary Health Care I
The assignment below meets the following course learning outcomes:
 Use knowledge of family theory, cultural diversity, spirituality and health assessment
in specifying the data to be collected for health promotion, health maintenance, and
common uncomplicated conditions for individuals and families.
 Teach clients and family members as necessary about health promotion, health
maintenance and common uncomplicated health conditions.
 Discuss methods of establishing mutual goals with the individual and family which
demonstrate meeting their health promotion and health maintenance needs.
 Integrate appropriate research and evidence-based findings into primary care practice.
GUIDELINES FOR CLINICAL DECISION MAKING PAPER
This paper will reflect the decision making process for working with a
patient/family around a health promotion (e.g. exercise or nutrition promotion) or
illness prevention issue (e.g. prevention of cardiac risk).This paper, however, is NOT
about a disease/illness process. (Your topic must be different than what you did for the
health promotion class presentation) This could also be a population group at risk or
with a health promotion issue. If addressing a population group at risk, you still
need to address how to approach an individual in the at-risk group in primary care
practice (i.e. all the sections below MUST be addressed in your paper).
Students wishing to take a more international focus may develop their paper using the
United Nations Millennium Development Goals. Choose from Goals 4 (Reduce Child
Mortality), 5 (Improve Maternal Health), or 6 (Combat HIV/AIDS, Malaria and Other
Diseases) only. See MDGs: http://www.undp.org/mdg/basics.shtml. You will follow the
same directions, but focus will be on some non-USA or refugee population.
For the text of the paper (i.e. does not include title page, teaching tool, or references),
there is a maximum of 10 typed, 12 point font, double spaced pages for this assignment
(APA 6th ed. format). Use headings and subheadings as described below.
SCORE: PART I: (Text)
_____(10 pts.) A. Reason for health promotion/illness prevention (e.g., risk or concern).
Statement of purpose of paper
_____(10 pts.) B. Pathophysiology/etiology
_____(10 pts.) C. Pertinent history, including culturally appropriate assessment
50
_____(10 pts.) D. Physical exam, as indicated
_____( 5 pts.) E. Diagnostics, as indicated
_____(10 pts.) F. Risk/benefits of intervention, including pertinent ethical and legal
issues
_____(15 pts.) G. Management with rationale, include risk/benefits
1. Therapeutic/Integrative/Complementary health strategies
2. Patient/family/community education and counseling, including addressing
health literacy
3. Address cultural appropriateness in how you would work with
someone from a cultural group different from your own. Pick a specific
cultural or ethnic group.
4. Community resources
_____(5 pts.) H. Follow-up
PART II:
_____(15 pts.) A. Appendix: Develop a brief teaching tool (15 minutes) appropriate for
primary care settings, including addressing health literacy. [Note: must be original work
and not a copy of existing tool]
_____( 5 pts.) B. Quality of references: will include authoritative (juried) journal
references that are different than syllabus readings and evidence-based references. If
Internet is used, must be authoritative references (NO Wikipedia).
_____( 5 pts.) C. Form and Style. Uses headings and subheadings in paper.
(100 possible)TOTAL:
51
EXAMPLE 2
NUR 520 Applied Pathophysiology for APNs
The assignment below meets the following course learning outcome:
 Analyze an environmental concern that affects health
GROUP ENVIRONMENTAL PRESENTATION RUBRIC
EFFECTS OF ENVIRONMENTAL HAZARDS ON HEALTH OF PERSONS
In a group of approximately 4 students, develop a presentation related to an
environmental hazard. Your PowerPoint presentation will be placed on the discussion
board. A sign-up sheet will be posted.
Each group should choose from one of the below topics. There may be more than 1 group
in a topic category.
 Effects of air pollution
 Effects of heavy metal poisoning
 Effects of water pollution
 Effects of radiation pollution
 Effects of food contamination
When developing your topic you should:
 Review literature on the chosen topic.
 Briefly discuss the topic globally, and then bring to a more specific
local/community level.
 Do a community assessment of the impact of the chosen topic on the community
 Consider the impact of the environmental pollutant on the health of the chosen
community.
 Give an example of an assessment tool that may be used to indicate possible
exposure to the hazard.
 Develop a health history questionnaire that would indicate exposure to the hazard.
 Develop a concept map illustrating the cycle of exposure and the ultimate effects
on the person’s health.
 Discuss what can be done to prevent future illness or to minimize the effects of
the environmental pollutant (global prevention and local prevention related to
your specific exposure topic).
Your topic should be presented utilizing PowerPoint. In the notes view of the slide, place
what you would say during that slide if doing an oral presentation; each slide should have
something in the notes. The slide presentation should be turned in to me via the
assignment link by one person in the group and it should also be placed in the discussion
board under the environmental presentation link. Each group will also have a discussion
board link that is only accessible to members of the group to allow you to communicate
with each other as you are working on the document.
You are also required to participate in another group's discussion by making a minimum
of one substantive contribution to the discussion.
52
Area Graded
Description the impact of the
environmental hazard (10 pts)
Example of assessments used to indicate
exposure – case study (5 pts)
Health history questionnaire (5 pts)
Concept map of environmental hazard (5 pts)
Future preventative measures (5 pts)
Exemplary
Good
Fair
Provides an accurate and
complete explanation of
the concepts, drawing
upon relevant literature.
Readers able to develop
an understanding of the
material. (10 pt.)
Provides well-developed
assessments related to the
environmental exposure.
Clear and concise. (5 pt)
Provides a welldeveloped
health history
questionnaire related to
the environmental
exposure. Clear and
concise. (5 pt)
Constructs an appropriate
and complete concept
map and includes
examples; places
concepts in an
appropriate hierarchy and
places linking words on
all connections; produces
a concept map that is
easy to interpret. (5 pt.)
In-depth presentation of
For the most part,
explanations of concepts
and theories are accurate
and complete. Readers
gain some knowledge of
the topic. (9 pt.)
Explanations of concepts
and/or theories are
inaccurate or incomplete.
Little attempt is made to
tie theory to practice.
Readers gain little from
the presentation (7.5 pt.)
Provided assessments but
left out several important
items or they were
incomplete. (3 pts)
Developed a health
history questionnaire but
left out several important
items. (3 pt)
No reference is made to
literature or theory.
Readers gain no new
insights.
(0 pt.)
Places almost all
concepts in an
appropriate hierarchy and
assigns linking words to
most connections;
produces a concept map
that is easy to interpret (4
pt.)
Places only a few
concepts in an
appropriate hierarchy or
uses only a few linking
words; produces a
concept map that is
difficult to interpret (3
pt.)
Inappropriate structure.
No differentiation of
ideas. No evidence of
meaningful relations. (0
pt.)
Presented some
Explanations of ideas
Did not explain the
Provided well developed
assessments but left out a
key indicator. (4 pts)
Developed a health
history questionnaire
which addressed most,
but not all of the
important items (4 pt)
53
Unacceptable
Does not provide an
assessment. (0 pt)
Does not provide a health
history. (0 pt)
Area Graded
Exemplary
Good
preventative measures. (5
pt.)
Fair
Documentation / References (5 pts)
References should be current (within 8
years unless a classic reference on that
topic). If not, 2 points will be taken off
of your score in this area.
APA format for reference list (5 pts)
If you have 5 or more
citations. (5 pt)
preventive measures but
left out a key point. (4
pt.)
If you have 4 citations (4
pt.)
If all resources are
written correctly (5 pt)
If most citations are
written correctly (4 pt.)
Organization of presentation / design (5
pts)
Presents information in
logical, interesting
sequence which audience
can follow. Slides are
easy to read and follow.
(5 pt)
Response demonstrated a
complexity of thought
and was developed with
supporting detail. (5 pt)
Information is logically
presented. Most slides
are easy to read. (4 pt)
Presenter jumps around
at times and is not always
easy to follow. Some
slides are difficulty to
read. (3 pt)
Response showed some
depth and complexity of
thought and contained
supporting detail. (4 pt)
Posting was simplistic or
stereotypical in thought.
Minimal supporting
detail. (3 pt)
Responses to another groups
presentation (5 pts)
54
Unacceptable
were incomplete or
vague. (3 pt.)
concept or apply to the
clinical case study. (0 pt.)
If you have 3 citations
but they are all from
sources such as
Wikipedia, or details are
not given (3 pt)
If 50 to 75% of citations
are written correctly (3
pt.)
If all citations are from
textbooks or sources such
as Wikepedia (no articles
utilized) (1 or 2 pts)
No resources cited (0 pt)
If you do not have any
resources cited or most or
none are written correctly
(0 pt.)
Totally disorganized. (0
pt.)
Response is not
completely developed
and fails to discuss the
topic. (0 pt)
55