NURS 8500
Syllabus
1
Department of Nursing
Doctor of Nursing Practice Program (DNP)
NURS 8550: Underpinnings of the Discipline of Nursing
Fall 2013
“We are learners and make no claim to have final answers, but rather a voice among many…. And offer this work, always in progress,
To you… to deepen your understanding and as inspiration to your own thoughts and actions.” - Peggy Chin and Maeona Kramer
Course Number
NURS 8500
Course Title
Underpinnings of the Discipline of Nursing
Credit Hours
4 credits (Classroom)
Contact Hours
Course Placement
60 classroom hours
First DNP Course
Course Days/Time
Fridays 5-9 p.m. & Saturdays 9 a.m.-4 p.m.
Sept 6-7, Oct 11-12, Nov 1-2 & Dec 6-7
Fall 2013
Course Location
Course Faculty
Whitby Hall
September 6-7:
October 11-12:
November 1-2:
December 6-7:
WHIT 121
WHIT 324
WHIT 121
WHIT 324
Judy Peters, DNP, RN, MSN
Whitby Hall
Phone: 651-690-6596
E-mail: judithpeters@stkate.edu
Course Description
Using an iterative, interactive, and innovative approach, students explore in this foundational DNP course
the nature of knowledge development as it relates to the discipline of nursing. Emphasizing analysis and
evaluation, investigatory frameworks are used to critically appraise knowledge in nursing and other
disciplines. Integration of nursing science with knowledge from principles of social justice; ethics; and the
biophysical, psychosocial, analytical, and organizational sciences leads to the development,
implementation, and evaluation of new practice approaches. Using a wide array of knowledge, students
will propose actions and strategies in nursing practice to enhance health.
Prerequisites: Admitted to the DNP Program.
Course Goals
To articulate the nature of knowledge as it relates to the discipline of nursing, examine the teachings of
social justice and ethics in our practice, and synthesize the learning’s to identify the role of the DNP and
the work of a system’s level change project.
Course Learning Outcomes
Upon completion of this course, you will be able to:
Doctor of Nursing Practice Program
Department of Nursing
NURS 8500
Syllabus
2
Student Learning Outcomes
Integrating Concepts
Utilize essential criteria for evaluating the
adequacy of disciplinary and
interdisciplinary knowledge that informs
nursing practice.
Context and Environment
Assessment
Methods
Theoretical
Underpinnings
Presentation
Social Justice
Presentation
Demonstrate critically reflective thinking
about scientific knowledge as it relates to
disciplinary and interdisciplinary
knowledge and principles of social justice.
Knowledge and Science
Articulate the nature of scientific
knowledge as it relates to the discipline of
nursing.
Personal and Professional
Development
Identify areas for practice improvement
based on disciplinary and interdisciplinary
knowledge and evidence.
Quality and Safety
Theoretical
Underpinnings
Presentation
Theoretical
Underpinnings
Presentation
Social Justice
Presentation
Theoretical
Underpinnings
Presentation
Systems Change
Discussion
Vision of DNP Role
Analyze the expanding knowledge base
that informs the DNP role.
Relationship-Centered
Care
Theoretical
Underpinnings
Presentation
Social Justice
Presentation
Vision of DNP Role
Integrate disciplinary and interdisciplinary
knowledge to evaluate new practice
Teamwork
Systems Change
approaches.
Discussion
Please note. Student learning outcomes are related to academic and professional standards in nursing.
Please refer to Appendix A for these relationships. Assignments in this course are designed to promote your
achievement of these learning outcomes (please refer to “Course Assignments and Grading”).
Teaching-Learning Activities
Teaching-learning activities in NUR 8500 include (a) face to face and online class seminars, (b) small
group work, (c) other online learning activities, (d) individual and/or group case studies, (e) written
assignments, and
(f) other collaborative learning activities. Please refer to “Roles and Responsibilities in the TeachingLearning Process” in the Doctor of Nursing Practice Program Student Policies.
Faculty Expectations
As faculty members, our responsibility is to ensure that you receive the best possible education and learning
experiences. Therefore, students can expect from faculty members that we . . .
 Appreciate the diversity of our campus and respect the rights of each member.
 Show human concern for each of those with whom we work and study while presenting a positive
attitude and professional demeanor.
 Be on time for class and return from scheduled breaks.
 Respond to e-mail messages and voice mail messages within 24-48 hours, except on weekends and
holidays.
 Treat the students with courtesy. Refrain from any behaviors that may distract others. Minimize
distraction and interruptions. This includes limiting private conversations, and keeping phones and
pagers in a vibrate mode.
Doctor of Nursing Practice Program
Department of Nursing
NURS 8500
Syllabus
3
 Understand that this class is a dynamic one, where disagreements may occur. Respect diverse
opinions and listen politely when others are speaking.
 Give everyone a chance to contribute and value hearing all voices.
 Come prepared for the class and having thought about how the day's teaching-learning will unfold.
Student Expectations
To create an optimal respectful learning environment for everyone, your faculty members expect you to…
 Appreciate the diversity of our campus and respect the rights of each member.
 Show human concern for each of those with whom you work and study while presenting a positive
attitude and professional demeanor.
 Be on time for class and return from scheduled breaks.
 Treat the faculty members and fellow students with courtesy. Refrain from any behaviors that may
distract others. Minimize distraction and interruptions. This includes limiting private conversations,
and keeping phones and pagers in a vibrate mode.
 Understand that this class is a dynamic one, where disagreements may occur. Respect diverse
opinions and listen politely when others are speaking.
 Give everyone a chance to contribute and value hearing all voices.
 Accept the challenge of doctorate level studying, thinking, and learning. Anticipate that the level and
quantity of work in this course may exceed your prior experiences.
 Come to class prepared, having read the assignment beforehand and having thought about how you
can participate in that day's discussion.
Course Schedule and Topical Outline
Our course schedule and topical outline includes dates, topics, learning activities, readings and
assignments. Class topics may be revised to address particular areas of interest related to this
course. There are sessions to complete before class meeting time and there will be additional
online discussion shared through D2L. Please note this is NOT a self-study course rather it
requires extensive interactions with classmates and must be paced in a timely fashion to allow
for colleagues interactions.
The topical outline for this course will address the following content areas:
Session
Topic
Readings & Assignments
Please see D2L for
Before
View Before Class
Being Known Assignment; submit via
September
Syllabus (Online)
D2L by Thursday, September 5th.
Class
Writing Basics
Achieving Focus in Writing; details in
D2L. please bring your work with you to
class on Saturday September 6th
The Doctoral Role of Advanced
Practice Nursing
Read by Sept 6th and 7th
Weekend 1
Friday
September
6th
5-9 pm
“The larger the
island of
knowledge, the
longer the
Creation of a scholarly
community and The Role of the
DNP
5-5:30 pm
Welcome and Introduction
Faculty and Students
Doctor of Nursing Practice Program
Department of Nursing
ANA (2010). Guide to Code of Ethics for
Nurses.
American Association of Colleges of
Nursing’s 2006 Essentials of Doctoral
Education for Advanced Practice
Nurses.
http://www.aacn.nche.edu/DNP/pdf/E
ssentials.pdf
Doneley (2010) Nursing, Social Justice,
NURS 8500
Syllabus
4
Session
shoreline of
wonder”.
-Ralph Sockman
Topic
5:30-7:00 pm
Dinner Dialogue: Connecting
with your advisors
7:30- 8:45 pm
Large group discussion:
“Unpacking NUR8500”, “the
lived experience”, the nurse
journey, leadership, change, and
more
Wrap-up (8:45-9:00 pm)
Readings & Assignments
and the Market Place
Dreher, H. & Glasgow, M. (2011). Role
Development for Doctoral Advanced
Nursing Practice. Chapters 1-4. New
York: Springer.
Institute of Medicine (2010). The Future of
Nursing: Leading change, Advancing
Health. Report Recommendations.
http://www.iom.edu/~/media/Files/Repo
rt%20Files/2010/The-Future-ofNursing/Future%20of%20Nursing%202
010%20Recommendations.pdf
Heath, C. & Heath, D. (2010). Switch: how
to change things when change is hard.
New York: Random House, Inc.
NOTE: Your choice; you may substitute
any of the Gladwell or Lennick books
from the recommended text list for the
reading of Heath and the work we will do
in class related to the text.
Reed, P. & Shearer, N. (2011). Nursing
Knowledge and Theory Innovation.
Advancing the Science of Practice.
Chapters 1-3, 5 & 6. New York:
Springer.
Vincent, D., Johnson, C., Velasquez, D., &
Rigney, T. (2010). DNP-prepared
nurses as a practitioner-researchers:
Closing the gap between research and
practice. The American Journal for
Nurse Practitioners, 14(11/12), 28-34.
1
Saturday
September
7th
9am-4 pm
9-9:15 am
Check-in, Questions, Discussion
In class activities:
9:15-10:30 am
Evolution of the discipline of
nursing and the development of
nursing knowledge; Being
Known
1. Part 1: Writing Basics. Presenter
Professor Pamela Fletcher. The
recommended text(s) are:
Publication manual of the American
Psychological Association (7th ed.).
Washington, DC.
The Bedford Handbook (8th ed.) by Hacker
and N. Somers.
10:45- noon
Guest Speaker- Professor
Pamela Fletcher-Part 1 Writing
Basics
Noon-12:45 pm (lunch)
12:45 – 2:00 pm
Envisioning Practice Change:
The Role of the DNP and Action
Research to Improve Practice.
Doctor of Nursing Practice Program
Department of Nursing
2. The role of the DNP
Watson, J. (2005). Guest editorial: What,
may I ask is happening to nursing
knowledge and professional practices?
What is nursing thinking at this turn in
human history? Journal of Clinical
Nursing, 14, 913-914. Available from:
http://pearl.stkate.edu/login?url=http://se
arch.ebscohost.com/login.aspx?direct=tru
NURS 8500
Syllabus
5
Session
Topic
2:00-2:15 pm (break)
Readings & Assignments
e&db=rzh&AN=2009029778&site=ehost
-live
2:15-3:30 pm
Ways of Knowing and the
Theoretical Underpinnings of the
Discipline of Nursing
3. Reviewing literature
Valente, S. (2003) Critical analysis of
Research Papers. Journal for Nurses in
staff Development, 19(3), 130-142.
3:30 – 4:00 pm
Points of Possibilities
4. Fishbone Story Map and/or Mind Map
for envisioning change as a DNP
5. Reflective Journal and the DNP
Online
Before
October
Class
What is your lived experience
that informs your practice vision
as a DNP?
Exploring theory that guides
practice and change.
Dreher, H. & Glasgow, M. (2011). Role
Development for Doctoral Advanced
Write a 3-5 page paper synthesizing your
findings on the DNP role. Include a vision of
your future role as a DNP. Submit via D2L by
Saturday, September 21st .
Chinn, P. & Kramer, M. (2011). Integrated
theory and knowledge development in nursing
(8th ed.). St. Louis: Mosby.
(1) Choose a theory from the discipline of
nursing and from another discipline that guides
your practice and/or may serve to guide your
systems change project.
(2) Critique the theories using the criteria in
Chinn & Kramer (2011) Chapter 8: Description
and Critical Reflection of Empiric Theory.
(3) Prepare a PowerPoint presentation to
present in class Saturday October 12th on the
learning’s derived from the theories you are
choosing for your practice change. Submit via
D2L.
Reviewing literature and your
annotated bibliography.
Valente, S. (2003) Critical analysis of
Research Papers. Journal for Nurses in staff
Development, 19(3), 130-142.
Weekend 2
Nursing Theory and Innovation
Friday
October 11th
5-9 pm
5:00-5:15 pm
Check in
In Class Activities:
1. Small group work- reviewing literature
2. Group Presentation-Peer Evaluation
3. Guest Speaker: Dr. Hunt
4. Other activities TBD
5:15 -6:30 pm
Clarifying the concepts
“Love to wonder,
that is the seed of
science”
-Ralph Waldo
Emerson
 DNP role development
 Knowledge and evidence that
supports the role; critiquing theory
and research for evidenced-based
practice
 Paradigms and patterns
6:30-7:15 pm
Break
Doctor of Nursing Practice Program
Department of Nursing
Readings:
Picard, C. & Henneman, E.A. (2007).
Theory-guided evidence-based
reflective practice: Nursing Science
Quarterly, 20 (1), 39-42. Go to:
http://dx.doi.org.pearl.stkate.edu, then
enter doi:10.1177/0894318406296783
Purkis , M. & Bjornsdottir, K. (2006).
Intelligent nursing: Accounting for
NURS 8500
Syllabus
6
Session
Topic
7:15-8:45 pm
Discussion and small group
activity
Wrap-up (8:45-9:00 pm)
2
Saturday
October 12th
9-4 pm
“Wisdom begins
in wonder”
-Socrates
9-9:30 am
Check-in, Questions, Discussion
9:30 am - noon
Theory overview and
presentations
Noon – 12:30 pm
Lunch
12:30-2:00 pm
Determinants of health
Guest Speaker:
Dr. Roberta Hunt, Associate
Professor of Nursing
Break-(2:15 pm-2:30 pm)
2:30 -3:30 pm
Discussion and activity
 What theoretical concepts
might you identify that could be
helpful in building theory to address
the same health problems across
different patients?
 Care gaps and practice
paradigm, is there a connection?
How do these entities inform
change?
 How might you use the
partnership approach to develop
ideas for knowledge or theory
development in your area of
research and practice?
Doctor of Nursing Practice Program
Department of Nursing
Readings & Assignments
knowledge as action in practice,
Nursing Philosophy, 7, 247-256. Go to:
http://dx.doi.org.pearl.stkate.edu, then
enter DOI: 10.1111/j.1466769X.2006.00283.x
Reed, P.G. (2008). Practitioner as theorist: A
reprise. Nursing Science Quarterly,
21(4), 315-321. Go to:
http://dx.doi.org.pearl.stkate.edu, then
enter doi:10.1177/0894318408324318
Reed, P.G. & Lawrence, L.A. (2008). A
paradigm for the production of practicebased knowledge. Journal of Nursing
Management, 16, 422-432.Available at:
http://web.ebscohost.com.pearl.stkate.ed
u/ehost/detail?vid=3&hid=9&sid=bfc19
81a-e42d-4d37-87d639e69737d5fd%40sessionmgr13&bdata
=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3
d#db=rzh&AN=2009893813#db=rzh&
AN=2009893813
Read prior to October 12th class time
and be prepared to discuss the following
perspectives
Leininger, M. (2007). Theoretical Questions
and Concerns: Response From the
Theory of Culture Care Diversity and
Universality Perspective. Nursing
Science Quarterly, 20 (9), 9-13.
Wallace, B. (2008). Toward Equity in Health
a new global approach to health
disparities. New York: Springer.
Chapters 2, 3, 4, 6
Rolfe, G. & Gardner, L. (2005). Towards a
nursing science of the unique:
Evidence, reflexivity and the study of
persons. Journal of Research in
Nursing, 10(3), 297-310. Go to:
http://dx.doi.org.pearl.stkate.edu,
then enter
doi:10.1177/174498710501000306
Wilkinson, R. & Pickett, K. (2010). The Spirit
Level: Why Greater Equality Makes
Society Stronger. New York:
Bloomsbury Press.
Go to:
www.gapminder.org, In the Video section,
watch Hans Rosling’s presentation on “The
seemingly impossible is possible.” Look at
Gapminder World; choose different
indicators on the x and y axes and follow
them over time for select countries. Bring
NURS 8500
Syllabus
7
Session
Topic
 What ideas do you have about
potential innovations or strategies in
health care settings (your own or
envisioned) that would support your
activities as a knowledge producer
in practice?
 What do you perceive are some
potential benefits of practice based
knowledge production in advancing
patient care?
Readings & Assignments
your insights about data presentation to
class.

3:30-4:00 pm
Points of Possibilities


Over the next month
Continue to identify and engage key
stakeholders in the identification of the
problem to be addressed and ideal
components of your system change
project
Continue your literature review and
critique; annotated bibliography work
underway
Begin to think about evaluation in your
project
Reed, P. & Shearer, N. (2011). Nursing
Knowledge and Theory Innovation.
Advancing the Science of Practice.
Chapters 7-12. New York: Springer.
Submit a 2-3 page Brief that reflects your
thinking on the underpinnings of nursing
knowledge. Submit via D2L by November
1st. Reed & Shearer may be used as a
resource. Consider at least three of the
following concepts in your reflection:
 Epistemology, patterns of knowing…
 The ontology of nursing….

Nursing Praxis, philosophy, and
knowledge development (existing or
what might be possibly)…

What worldview or philosophic views
seem congruent with your practice …

How do you use theory, conceptual
models, and evidenced in your
practice, and/or, how might you use
them in your systems change project…
Online
Before
November
Class
Exploration into the relationship
of ethics, theory, practice and
research in the discipline of
nursing.
Readings
Wallace, B. (2008). Toward Equity in
Health a new global approach to
health disparities. Chapters 5, 13, 17
& 31. New York: Springer.
Ethics articles in D2L
Writing Basics (Part II)
Doctor of Nursing Practice Program
Department of Nursing
Achieving Focus in Writing; details in
D2L. please bring your work with you
to class on Saturday November 2nd, 2013
NURS 8500
Syllabus
8
Session
Topic
Weekend 3
Friday
November
1st
5 – 9 pm
Ethics, Nursing Science,
Practice and the
“Participants”
“There is no
greater agony than
bearing an untold
story inside you.”
-Maya Angelou
Readings & Assignments
5:00-5:15
Check In
This weekend in class activities:
1. Guest Speakers
2. Writing for publication and systems
change preparation
3. View: “A Hole in the Head: A Life
Revealed”
5:15-6:45 pm
Guest Speaker
Dr. Margaret Dexhemier-Pharris,
Associate Dean of Nursing, SCU
Readings
Chinn, P. & Kramer, M. (2011). Integrated
theory and knowledge development in
nursing (8th ed.), Chapter 4. St. Louis:
Mosby.
 What unique roles may
practicing nurses have in nursing
scholarship and knowledge
development?
 In thinking about the term
“evidenced based nursing”, what do
you consider to be most useful and
valuable resources of evidence for
your own practice?
 In considering the above, how
have you considered the patterns of
knowing when making clinical
ethical decisions; describe a
situation and how the various
patterns were reflected
7:00-8:30 pm
Book talk and reflections- “A
Hole in the Head: A Life
Revealed”
Institutional Review Board and
Guiding Principles for the
Protection of Human
Participants


Resilience of the human spirit
Lessons learned from our past
Dreher, H. & Glasgow, M. (2011). Role
Development for Doctoral Advanced Nursing
Practice. Chapters 10, 13, 16, 18. New
York: Springer.
Milton, C. (2007). Information and Human
Freedom: Nursing Implications and
Ethical Decision-Making in the 21st
Century. Nursing Science Quarterly, 20
(1), 33-36.
Reed, P. & Shearer, N. (2011). Nursing
Knowledge and Theory Innovation.
Advancing the Science of Practice.
Chapters 4 & 10. New York: Springer.
Washington, H.A. (2006). Medical
apartheid: The dark history of medical
experimentation on Black Americans
from colonial times to the present. New
York: Harlem Moon.
Watson, J. (2005). Caring Science: Belonging
Before Being as Ethical Cosmology.
Nursing Science Quarterly, 18(4), 304-305.
8:30- 9:00 pm
Wrap up
Saturday
November
2nd
9 am – 4 pm
9:00-9:15
Check in
9:15-10:45
Guest Speaker
Professor Pamela Fletcher- Part
2: Writing for publication and
writing that builds for systems
change project
11:00- 12:15 pm
Continuing the conversation on
Doctor of Nursing Practice Program
Department of Nursing
Publication manual of the American
Psychological Association (7th ed.).
Washington, DC.
The Bedford Handbook (8th ed.) by Hacker
and N. Somers.
Crigger, N. J. (2008). Towards a viable and
just global nursing ethic. Nursing
Ethics, 15(1), 17-27.
NURS 8500
Syllabus
Session
9
Topic
nursing as a caring science and
the readings
Readings & Assignments
International Council of Nurses’ Code of
Ethics
12:15 -1:00 pm
Lunch
International Council of Nurses (2006).
The ICN Code of Ethics for Nurses.
Available at: www.icn.ch/ethics.htm
1:00 – 3:00 pmLarge Group Exercise
Considerations of worldview,
ethics and philosophical
paradigms for nursing practice
Sagor,R. (1992). How to conduct
collaborative action research.
Alexander, Virginia: Association for
Supervision and Curriculum
Development (pp. 1-27- through
problem formulation, & pp.46-47,
the role of a critical friend).
Storch, J.L., Rodney, P., Paul, B., Brown,
H. & Starzornski, R. (2002).
Listening the nurse’s moral voice:
building a quality health
environment. CJNL, 15(4), 7-16.
Online
Before
December
Class
“Words mean more
than what is set
down on paper. It
takes the human
voice to infuse them
with deeper
meaning.”
-Maya Angelou
Social Justice/catholic social
teaching and nursing will be
explored throughout our
learnings this month.
Reflection on historical roots of
structural violence and the
impact of racism on health to
inform DNP leadership.
Do an online search of social
justice/catholic teaching and nursing.
Prepare a brief power point (incorporate
the readings). Reflect on what social
factors shape inequality as it relates to your
project, and discuss your projects role in
reducing and/or eliminating health
disparities. Post your PowerPoint via D2L
under Discussion Board: “Social Justice
and CST” by Dec. 6, 2013 (Leadership)
Your choice pick: select any one option
below; the work would be seeking to
share insight on methods to expand our
connection, thought, and dialogue giving
voice and foundation of possibilities for
informed system change that considers
the concepts of social justice/ catholic
social teachings and ethics...



Weekend 4
Friday
December
Social Justice and
Determinants of Health
Doctor of Nursing Practice Program
Department of Nursing
Farmer, P. (2005). Pathologies of
power: health, human rights and the
new war on the poor. University of
California Press.
Skloot, R. (2010). The immortal life of
henrietta lacks. New York: Random
House.
A favorite poem, piece of literature, text,
etc. that gives voice and discussion to the
impact of racism on health
In class activities this weekend:
1. Small/large group activity
2. View: Unnatural Causes-In sickness and
NURS 8500
Syllabus
Session
6th
5-9 pm
10
Topic
5:00-6:30pm
Structural violence and health
inequities: Implications for the
discipline of nursing
7-8:45pm
Social Justice, the corner stone
of practice. Exercises to:
 Know the community,
 Facilitate difficult questions,
discussion, and dialogue.
 Honor the table
Readings & Assignments
In Wealth
3. Guest Speaker(s): Dr. Amata Miller , TBD
4. Presentation on social justice: Peer
Evaluation
5. Student option
Readings
Wallace, B. (2008). Toward Equity in
Health a new global approach to
health disparities. New York: Springer.
Chapters 1, 9, 10, 11, 12, 16, 18 &22
Wrap-up (8:45-9:00 pm)
4
Saturday
December
7th
9 am – 4 pm
“We ourselves feel
that what we are
doing is just a drop
in the ocean. But
the ocean would be
less because of
that missing drop.”
-Mother Theresa
9:00 -9:15 am
9:15- 11:00 am
Guest Speaker:
Dr. Amata Miller, IHM,
Professor of Economics and
Director of the Myser Initiative
on Catholic Identity:
Laying the foundation to
envision just system change-the
lens of social justice and
catholic social teaching.
11:15 – 12:30 pm
Social Justice: Analyzing
Historical Roots of Structural
Violence and Impact of Racism
on Health to Inform DNP
Leadership; Presentations on
social justice
Donley, R. (2010, May-June). Nursing, social
justice, and the marketplace. Health
Progress, 91(3),35-37.Available at:
http://www.chausa.org/2010_annual_in
dex.aspx
Marmot, M., Friel, S., Bell, R., Houweling,
T.A.Newman, & Taylor, S. (2008).
Closing the gap in a generation: Health
equity through action on the social
determinants of health. Lancet,
372(9650), 1161-1097. Go to:
http://dx.doi.org.pearl.stkate.edu, then
enter: doi:10.1016/S01406736(08)61690-6
Satcher, D. (2010). Include a social
determinants of health approach to
reduce health disparities. Public Health
Reports, 125(Supplement 4), 6-7. PDF
available through SCU library, Freely
Accessible Science Journals
View Unnatural Causes:
In Sickness and In Wealth
12:30 -1:15 pm
Lunch
1:15 – 2:45 pm
Guest Speaker
How do we practice? What is
our voice? .... Shall we dance?
3:00 – 3:45 pm
Small Group Project
Presentations on social justice
Doctor of Nursing Practice Program
Department of Nursing
Submit through D2L on or before
December 13th
1. A brief summary of your major insights
and areas of growth related to the
Underpinnings of Nursing Knowledge
as evidenced in your reflective journal;
APA format
NURS 8500
Syllabus
11
Session
Topic
Readings & Assignments
2. Annotated bibliography
3:45 – 4:00 pm
Onward
Share the learning, the questions
and the joy!
Please note. The topical outline may be revised to address emergent issues and/or particular areas of
interest related to the course topic. Potential revisions will be posted on the D2L course site. Class content
may also be modified for online sessions based upon learning needs of course participants and
considerations related to course objectives.
Course Assignments and Grading
Course assignments, assigned points, and due dates are available for first class session. Assignments are
designed to facilitate your achievement of the course learning outcomes and ability to demonstrate
specific professional standards and competencies. Rubrics are used to evaluate course assignments.
Assignments
Percent
Grade
Assignments for NUR8500
Discernment, Reflection, and Vision
on the Role of the DNP
Theoretical Underpinnings
Presentation and Brief (Leadership)
Social Justice Presentation
(Leadership)
Seminar Participation
Online Discussions
Initiate and maintain course journal,
Major Insights on the Underpinnings
of Nursing Knowledge, and annotated
bibliography
Total
15%
20%
15%
20%
15%
Points
15
points
20
points
15
points
20
points
15
points
15%
15
points
100%
100 points
Due Date
September 21st
October 12th ppt
November 1st
Brief
December 6th
As assigned
As Assigned in
D2L
December 13th
2013
Assignments:
Students are responsible for completing all course assignments and learning activities. Course
assignments are due at (11:59 PM) on the scheduled due date. Please submit written assignments by using
the Desire2Learn (D2L) course site. Assignments and papers will be returned on the specified date. Late
assignments will not be accepted unless you notify Dr. Peters by e-mail (judithpeters@stkate.edu) or call
(651-690-6596) prior to when the assignment is due. Thank you!
Additional comments on assignments
Discernment, Reflection and Vision on the DNP Role
Purpose: To demonstrate the student’s ability to write a scholarly review of the literature as it relates to
the DNP role. Through that writing, the student will articulate how the role will enhance the student’s
professional practice.
Responsibilities: Each student will do a search of the literature on the DNP role, analyze the findings, and
write a brief scholarly paper synthesizing the findings. Papers will be written following APA (2010)
format. The specific focus of the paper will be determined by the student and will end with an articulation
of the student’s enhanced role. (Paper)
Theoretical Underpinnings Presentation and Brief
Doctor of Nursing Practice Program
Department of Nursing
NURS 8500
Syllabus
12
Purpose: To give student a medium to present on their critical reflection of nursing theory and other
theories that guide the student’s practice now or are possibilities for use in their system change project.
The student will provide insight to DNP colleagues on the synthesis of their learning on theory,
philosophy, knowledge development, world views as foundations of system change.
Responsibility: Using PowerPoint, the student will deliver the course content on the above topic. This
leadership activity includes (1) critiquing the adequacy of the scientific theory and nursing knowledge
addressed in the readings, (2) utilizing the readings to engage peers in dialogue, and (3) demonstration of
the incorporation of the application into practice and/or a practice perspective (PowerPoint/ Brief).
Social Justice Presentation
Purpose: To give space for each student’s voice on social factors that shape inequality within their
practice, and to explore possibilities in reducing and/or eliminating health disparities.
Responsibility: Each student will review the literature on social justice/Catholic Social teachings, health
disparities, and ethics in practice. Through the readings, their understanding, and practice focus deliver a
presentation to their DNP colleagues articulating (1) what social factors shape inequality as it relates to
your work and, (2) the vision you have for the reduction and/or elimination of health disparities through
your work/system change project (PowerPoint).
Seminar Participation and Leadership
Purpose: To articulate the nature of knowledge as it relates to the discipline of nursing and engage in
ethical analysis by participating in the class session dialogue and presentation.
Responsibility: Participation for each student is (1) class room discussion each session, (2) completion of
readings as assigned for the session, and (3) the use of criteria to evaluate the adequacy of the theoretical
knowledge addressed in the readings for the session. Demonstrate active voice with seminar questions by
providing clinical application examples or perspectives germane to the topic.
Online Discussion
Purpose: To provide a medium for conversations, ideas, and possibility with and for advance learning on
the topics of NUR8500.
Responsibility: Each student will participate in online discussions, reading and assignment work
throughout the semester as assigned.
Reflective Journal, Practicum log, and Major Insights on the Underpinnings of Nursing Knowledge
Purpose: To provide space for self-reflection on readings, learning’s, discussion, speakers, and
possibilities for system change. To capture practicum component experience that informs system change
work.
Responsibility: Each student maintains their journal space throughout the semester. The student will write
a brief executive summary of the transformation in their learning and collegiate experiences in NUR8500.
Annotated Bibliography
Purpose: To create a collection of sources that informs the student’s critical thinking on their research
topic for system change. To provide a perspective of what the literature states on the topic for discernment
and application in your work.
Responsibility: The student creates a bibliography with annotations that summarize findings, assess the
quality, and possibly reflect the learning’s from the research. The student will use their annotations to
guide their system change work.
In conjunction with NUR8500, the student is enrolled in evaluation and practicum course work. Students
collaborate with their DNP project advisors in designing their projects. Dialogue and work completed in
NUR8500 correlates and supports discussions the student will engage in with his/her advisor in
preparation for their system change project work and writing. For the Practicum component of this
course, each student is to spend a minimum of 60 total hours on the system change project; the details
of that work will be reviewed by each student’s advisor. For accountability purposes, each student will
initiate and maintain a log (found in the DNP project handbook) of project hours and activities.
Doctor of Nursing Practice Program
Department of Nursing
NURS 8500
Syllabus
13
Grading Policy:
NURS 8500 must be taken for a grade and must be satisfactorily completed with a minimum grade of B
(87% of the total possible points). A minimum grade of C (78% of total possible points) must be achieved
for each course assignment. Assignments may be resubmitted once if not completed satisfactorily the first
time (if evaluation of assignment is <78% possible points). Resubmitted assignments receive a maximum
of 78% of total possible points for that assignment. If you have questions about how to complete a
particular assignment, please contact Dr. Peters.
Grading Scale:
Grades in NURS 8535 are determined as follows:
A 96-100%
B+ 90-92%
A- 93-95%
B 87-89% Passing
B- 84-86%
C+ 81-83%
C 78-80%
C- 75-77%
D+ 72-74%
D 69-71%
F 68% and below
Incomplete Grades:
A grade of incomplete is given only when unusual circumstances deem it appropriate. Ordinarily, such
circumstances would involve matters that are not wholly within your control, such as illness. If you wish
to receive an incomplete grade you must complete a Petition for Incomplete Grade form (available online)
no later than the last day of the term in which course requirements are due. You must be making
satisfactory progress in the course and you must have completed 75% of the course at the time the petition
is filed. Incompletes are awarded at the faculty’s discretion. If granted, the normal deadline for
completion of the work is no more than 8 weeks after the last day of classes in the term in which the
course is offered. The course faculty may establish a due date after the normal deadline if you request it
and special circumstances warrant it. The faculty will submit an alternate grade that will automatically be
recorded if you do not complete the requirements for the course by the deadline. If you complete the
course requirements in the time allotted, the faculty must submit the final grade by the deadline.
Extensions to the due date originally agreed to by you and your course faculty must be approved by the
academic dean.
Course Policies
Additional policies related to this course may be found in the Doctor of Nursing Practice Program
Student Policies located in the online Nursing Student Handbook.
Academic Integrity:
Please refer to the “Academic Integrity Policy” in the Graduate Academic Catalog.
Accommodations:
St. Catherine University is committed to equal access for all and recognizes that disability is an aspect of
diversity. The University’s goal is to create learning environments that are usable, equitable, inclusive,
and welcoming. If there are aspects of the instruction or design of this course that result in barriers to the
learning environment, accurate assessment, or your achievement, please contact me and the Resources for
Disabilities office as soon as possible. Access Consultants can be reached in the O’Neill Center at
651.690.6563 to discuss academic adjustments or accommodations.
Attendance:
Regular class attendance is expected and is defined by the format of the course. For online courses,
attendance means following the communication requirements and due dates on the syllabus. For in-class
learning, attendance means that (a) you arrive at class on time and stay for the duration of the class; and
(b) whether present or not, you are responsible for in-class content. For hybrid courses, you must follow
both the online and in-class attendance requirements. Failure to attend, for any reason, may be taken into
account in the evaluation of your work. First day attendance (for in-class) or first week online
communication (for online learning) is required.
If you will be late or absent for a class session, please e-mail or call Dr. Peters prior to class
(judithpeters@stkate.edu or call (651-690-6596). Failure to regularly attend class sessions will result in
Doctor of Nursing Practice Program
Department of Nursing
NURS 8500
Syllabus
14
implementation of the Performance Issue Algorithm/Guided Improvement Plan described in the Doctor of
Nursing Practice Program Student Policies.
Course Communication:
Please check your St. Kate’s e-mail for messages and updates related to the course frequently (at least
every 2-3 days). Faculty will respond to e-mail messages and voice mail messages within 24-48 hours,
except on weekends and holidays. You are encouraged to discuss optimal means of communication with
course faculty. Grades will be posted in the online grade book on the D2L site.
Evaluation:
Evaluation is an essential component of this course. Informal and formal evaluations will be conducted
during the course and evaluative data will be used by faculty to improve the course and ensure that
learning is being facilitated through teaching-learning activities and course assignments. Online course
and faculty evaluations are completed at the end of this course. Information about how to complete these
online evaluations will be sent by the Department of Nursing staff, usually during the final week of the
term or before the final class session.
Please note. Final course evaluations are confidential, only the Department of Nursing staff have access
to individual responses; only aggregated data are reported to faculty.
Inclusivity:1
Nurses are called to promote human dignity. In order to be aware of the ever changing environment in
nursing and health care, an open dialogue must be able to occur in a non-threatening environment in
which students and faculty can engage in discussions that are taking place, challenge comments that are
made, and evaluate aspects of the structural environment that support injustice. Bringing attention to
expressions of cultural bias is a way to model against stereotyping. At any time, a moment of
consideration can be called. This can and should be called by anyone, student or faculty, in order to
facilitate needed conversation around sensitive issues. These moments are times for all of us to learn how
to become more sensitive in our language and actions. Such dialogues may pertain to stereotypes related
to “race,” sex, religion, gender identity, sexual preference, weight, economic status, and anything that can
impact the dignity of persons, including equitable treatment of patients and students. These moments of
consideration should be freely addressed in the classroom and are an essential aspect of learning in this
course.
Professional Standards
Faculty in the Department of Nursing use professional nursing standards in the development, implementation, and
evaluation of curricula, as well as to promote and evaluate student learning.
In the Doctor of Nursing Practice Program, professional standards include:
 Code of Ethics for Nurses with Interpretive Statements (ANA, 2001)
 Core Competencies of Nurse Educators (NLN, 2005)
 International Council of Nurses Code of Ethics for Nurses (ICN, 2012)
 Core Competencies for Interprofessional Collaborative Practice (Interprofessional Education
Collaborative Expert Panel, 2011)
 The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006)
 NLNAC Accreditation Standards and Criteria: Clinical Doctorate Programs (NLNAC, 2013)
 Nursing: Scope and Standards of Practice, 2nd Edition (ANA, 2010)
 Nursing Professional Development: Scope and Standards of Practice (NNSDO & ANA, 2010)
 Nursing’s Social Policy Statement: The Essence of the Profession (ANA, 2010)
 Quality and Safety Education for Nurses: Graduate Competencies (QSEN, 2012)
Writing and Technology Requirements
1
This statement is based on a statement written by NURS 6790 student, Maria Kludt (Spring 2009).
Doctor of Nursing Practice Program
Department of Nursing
NURS 8500
Syllabus
15
The ability to write, use technology, and communicate effectively is essential in nursing. Professional
nursing standards and competencies for nursing practice specifically address these skills. Courses in the
Doctor of Nursing Practice Program in Nursing are designed to provide opportunities for you to learn and
develop these abilities.
In NURS 8500, written assignments will be evaluated by faculty for (a) the logical flow of ideas and
organization of content; (b) spelling, grammar, and punctuation; and (c) the use of American
Psychological Association (APA) style described in the Publication Manual of the American
Psychological Association (American Psychological Association, 2010). If specific concerns are
identified, you will be encouraged to seek assistance with your professional writing skills, including the
use of APA style.
Congruence with the Mission of St. Catherine University
NURS 8500 advances the “Goals of a Liberal Arts Education” at St. Catherine University by challenging
you to examine the teachings of social justice and ethics in your practice, and synthesize the learning’s to
identify the role of the DNP and the work of a system’s level change project. . Each of the “Goals of a
Liberal Arts Education” is related to one or more of the course objectives and consistent with the teaching
and learning activities used in this course. Appendix A presents these relationships.
Textbooks and Course Materials
Required texts for this course include:
All text below will have assigned readings this semester, except for those indicated by (*). Those
indicated by (*) will be used as a reference text in NUR8500 and in subsequent DNP courses.
American Nurses Association. (2001). Code of ethics for nurses and interpretive statements. Washington,
D.C.: Author. (*)
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C.: Author. (*)
Chinn, P. & Kramer, M. (2011). Integrated theory and knowledge development in nursing, 8th edition. St.
Louis: Mosby. ISBN: 9780-323-0778-7.
Dreher, H. & Glasgow, M., (2011) Role development for doctoral advanced nursing practice. New York:
Springer.
Hacker, D. & Sommers, N., (2010). The bedford handbook (8th ed.). Beford: St. Martins. (*)
Heath, C. & Heath, D. (2010). Switch: how to change things when change is hard. New York: Random
House, Inc. ISBN: 978-0-385-52875-7.
Reed, P. & Shearer, N. (2011). Nursing knowledge and theory innovation, advancing the science of
practice. New York: Springer. ISBN: 978-0-8261-0815-9.
Wallace, B. (2008). Toward Equity in Health a new global approach to health disparities. New
York: Springer.
Washington, H.A. (2006). Medical apartheid: The dark history of medical experimentation on Black
Americans from colonial times to the present. New York: Harlem Moon. ISBN-13: 9780767915472
Required Readings:
American Association of Colleges of Nursing (2006). Essentials of Doctoral Education for Advanced Practice
Nurses. Available at: http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf
Crigger, N. J. (2008). Towards a viable and just global nursing ethic. Nursing Ethics. 15(4), 17-27.
Donley, R. (2010, May-June). Nursing, social justice, and the marketplace. Health Progress, 91(3),35-37.Available
at: http://www.chausa.org/2010_annual_index.aspx
Institute of Medicine (2010). The Future of Nursing: Leading change, Advancing Health. Report
Recommendations. http://www.iom.edu/~/media/Files/Report%20Files/2010/The-Future-ofNursing/Future%20of%20Nursing%202010%20Recommendations.pdf
International Council of Nurses (2006). The ICN Code of Ethics for Nurses. Geneva, Switzerland: Author.
Available at: http://www.icn.ch/images/stories/documents/about/icncode_english.pdf
Doctor of Nursing Practice Program
Department of Nursing
NURS 8500
Syllabus
16
Institute of Medicine (2010). The Future of Nursing: Leading change, Advancing Health. Report
Recommendations.http://www.iom.edu/~/media/Files/Report%20Files/2010/The-Future-ofNursing/Future%20of%20Nursing%202010%20Recommendations.pdf
Leininger, M. (2007). Theoretical Questions and Concerns: Response From the Theory of Culture
Care
Diversity and Universality Perspective. Nursing Science Quarterly, 20 (9), 9-13.
Marmot, M., Friel, S., Bell, R., Houweling, T.A.Newman, & Taylor, S. (2008). Closing the gap in a generation:
Health equity through action on the social determinants of health. Lancet, 372(9650), 1161-1097. Go to:
http://dx.doi.org.pearl.stkate.edu, then enter: doi:10.1016/S0140-6736(08)61690-6
Milton, C. (2007). Information and Human Freedom: Nursing Implications and Ethical Decision-Making in the 21st
Century. Nursing Science Quarterly, 20 (1), 33-36.
Picard, C. & Henneman, E.A. (2007). Theory-guided evidence-based reflective practice: Nursing Science
Quarterly, 20 (1), 39-42. Go to: http://dx.doi.org.pearl.stkate.edu, then enter
doi:10.1177/0894318406296783
Purkis , M. & Bjornsdottir, K. (2006). Intelligent nursing: Accounting for knowledge as action in practice, Nursing
Philosophy, 7, 247-256. Go to: http://dx.doi.org.pearl.stkate.edu, then enter DOI: 10.1111/j.1466769X.2006.00283.x
Reed, P.G. (2008). Practitioner as theorist: A reprise. Nursing Science Quarterly, 21(4), 315-321. Go to:
http://dx.doi.org.pearl.stkate.edu, then enter doi:10.1177/0894318408324318
Reed, P.G. & Lawrence, L.A. (2008). A paradigm for the production of practice-based knowledge. Journal of
Nursing Management, 16, 422-432.Available at:
http://web.ebscohost.com.pearl.stkate.edu/ehost/detail?vid=3&hid=9&sid=bfc1981a-e42d-4d37-87d639e69737d5fd%40sessionmgr13&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=rzh&AN=200989381
3#db=rzh&AN=2009893813
Rolfe, G. & Gardner, L. (2005). Towards a nursing science of the unique: Evidence, reflexivity and the study of
persons. Journal of Research in Nursing, 10(3), 297-310. Go to: http://dx.doi.org.pearl.stkate.edu, then enter
doi:10.1177/174498710501000306
^Sagor, R. (1992). How to conduct collaborative action research. Alexandria, Virginia: Association for Supervision
and Curriculum Development (1-27& 46-47).
Satcher, D. (2010). Include a social determinants of health approach to reduce health disparities. Public Health
Reports, 125(Supplement 4), 6-7. PDF available through SCU library, Freely Accessible Science Journals
Valente, S. (2003) Critical analysis of Research Papers. Journal for Nurses in staff Development, 19(3), 130-142.
Vincent, D., Johnson, C., Velasquez, D., & Rigney, T. (2010). DNP-prepared nurses as practitionerresearchers: Closing the gap between research and practice. The American Journal for Nurse
Practitioners, 14(11/12), 28-34.
Watson, J. (2005). Guest editorial: What, may I ask is happening to nursing knowledge and professional practices?
What is nursing thinking at this turn in human history? Journal of Clinical Nursing, 14, 913-914. Available
from:
http://pearl.stkate.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2009029
778&site=ehost-live
Watson, J. (2005). Caring Science: Belonging Before Being as Ethical Cosmology. Nursing Science Quarterly,
18(4),304-305.
^faculty will provide article
Resource Texts (not required) - opportunity may present for student to use a text below as part of
reader’s choice options for discussion café’s or independent presentation work….
Garrard, J. (2011). Health sciences literature review made easy: The matrix method (3rd ed.). Sudbury,
MA: Jones and Bartlett. ISBN-13: 9780763771867
Gladwell, M. (2008). Outliers: the story of success. New York: Little, Brown and Company. ISBN: 9780-316-01792-3.
Gladwell, M. (2005). Blink: the power of thinking without thinking. New York: Little, Brown and
Company. ISBN: 978-0-316-17232-4.
Gladwell, M. (2002). The tipping point: how little things can make a big difference. New York: Little,
Brown and Company. ISBN: 978-0-316-31696-2.
Doctor of Nursing Practice Program
Department of Nursing
NURS 8500
Syllabus
17
Farmer, P. (2005). Pathologies of Power: Health, human rights and the new war on the poor. University
of California Press. ISBN: 9780520235502
Lennick, D. & Kiel, F. PhD. (2008). Moral intelligence: Enhancing business performance and leadership
success. New Jersey: Pearson-Prentice-Hall. ISBN-10: 0132349868
Skloot, R. (2010). The immortal life of henrietta lacks. New York: Random House.
Weinberger, D. (2012). Too Big to Know: Rethinking Knowledge Now That the Facts Aren't the Facts,
Experts Are Everywhere, and the Smartest Person in the Room Is the Room. New York: Basic
Books. ISBN: 978-0-465-02142-0.
Learning Resources
Parker, M. & Smith, M.E. (2010). Nursing theories and nursing practice (3rd ed.). Philadelphia, PA:
F.A. Davis. ISBN-13: 978-0-8036-2168-8
Masters, K. (2012). Nursing Theories: a framework for professional practice. Sudbury, MA.: Jones &
Bartlett Learning. ISBN: 9781449626013.
E-mail and D2L will be used for communication among faculty and class participants and for access and
distribution of class materials. Please go to our D2L course site for course announcements and course learning
resources, including course documents, websites related to course content, and other helpful information.
Please let me know if you have any questions about our course syllabus.
Thank you!
Dr. Peters
Doctor of Nursing Practice Program
Department of Nursing
NURS 8500
Syllabus
18
Appendix A
Relationship of Student Learning Outcomes to Academic and Professional Standards
Integrating
Concepts
Context and
Environment
(CE)
Knowledge
and Science
(KS)
Personal and
Professional
Development
(PD)
Quality and
Safety
(QS)
Related Student
Learning Outcomes
¹Liberal Arts
Goals
²Essentials of
Doctoral Education
Utilize essential criteria for
evaluating the adequacy of
disciplinary and
interdisciplinary
knowledge that informs
nursing practice.
Phenomena of Nursing Essential I: Scientific Underpinnings for Practice
Ethics and Social
Justice DisciplineBased Competence
Demonstrate critically
reflective thinking about
scientific knowledge as it
relates to disciplinary and
interdisciplinary
knowledge and principles
of social justice.
Articulate the nature of
scientific knowledge as it
relates to the discipline of
nursing.
Critical Thinking
Critical & Creative
Inquiry Ethics and
Social Justice
Essential I: Scientific Underpinnings for Practice
Essential III: Clinical Scholarship and Analytical
Methods for Evidence-Based Practice
Communication
Critical & Creative
Inquiry
Ethics and Social
Justice
Essential IV: Information Systems/Technology
and Patient Care Technology
Essential VIII: Advanced Nursing Practice
Identify areas for practice
improvement based on
disciplinary and
interdisciplinary
knowledge and evidence.
QSEN
(IOMb)
Evidence-Based
Practice
(Evidence-Based
Practice)
Interprofessional
Competencies
Nurse Practitioner
Core Competencies
Values/Ethics
Ethics
Interprofessional
Communication
Scientific Foundation
Competencies
Health Delivery System
Systems
Diversity and Global
Perspectives;
Leadership and
Collaboration;
Evidence-Based
Practice
ALL
(Evidence-Based
Practice)
Evidence-Based
Practice;
Informatics
(Evidence-Based
Practice;
Informatics)
Essential II: Organizational and Systems
Leadership for Quality Improvement and Systems
Thinking
Essential V: Health care policy for advocacy in
health care
Essential VII: Clinical prevention and population
health for improving the nation’s health
Quality
Improvement
Safety
Scientific Foundation
Competencies
Practice Inquiry
Competencies
Roles/ Responsibilities Leadership Competencies
Technology and
Information Literacy
Competencies
Ethics
Practice Inquiry
Roles/ Responsibilities Quality Competencies
Health Delivery System
Competencies
(Quality
Improvement)
Policy
Independent Practice
RelationshipCentered
Care (RC)
Teamwork
(TW)
Analyze the expanding
knowledge base that
informs the DNP role.
Integrate disciplinary and
interdisciplinary
knowledge to evaluate new
practice approaches.
Role(s)
Ethics and Social
Justice
Leadership and
Collaboration
Therapeutic
Interventions
Discipline-Based
Competence;
Essential II: Organizational and Systems
Leadership for Quality Improvement and Systems
Thinking
Essential V: Health care policy for advocacy in
health care
Essential VI: Interprofessional collaboration for
improving patient and population health outcomes
Patient-Centered
Care
Essential II: Organizational and Systems
Leadership for Quality Improvement and Systems
Thinking
Essential VI: Interprofessional Collaboration for
Improving Patient and Population Health
Outcomes
Essential VII: Clinical prevention and population
health for improving the nation’s health
Essential VIII: Advanced nursing practice
Teamwork and
Collaboration
ALL
(Patient-Centered
Care)
Leadership
Independent Practice
Competencies
Ethics
Leadership
(Inter-disciplinary
Teams)
Interprofessional
Communication
Teams/Teamwork
Health Delivery System
Leadership Competencies
Health Delivery System
Competencies
Core Competencies
of Nurse Educators
II. Facilitate Learner
Development and Socialization
VII. Engage in Scholarship
VIII. Function within the
Educational Environment
I. Facilitate Learning
VII. Engage in Scholarship
V. Function as a Change Agent
and Leader
VI. Pursue Continuous
Improvement in Nurse Educator
Role
VII. Engage in Scholarship
III. Use Assessment and
Evaluation Strategies
IV. Participate in Curriculum
Design and Evaluation of
Program Outcomes
VI. Pursue Continuous Quality
Improvement in Nurse Educator
Role
I. Facilitate Learning
II. Facilitate Learner
Development and Socialization
VI. Pursue Continuous Quality
Improvement in Nurse Educator
Role
V. Function as a Change Agent
and Leader
VIII. Function within the
Educational Environment
Please note. ¹Liberal Arts Goals are defined in the table on the following page. A description of each ²essential is found at http://www.aacn.nche.edu/DNP/pdf/Esential
Doctor of Nursing Practice Program
Department of Nursing
NURS 8500
Syllabus
19
St. Catherine University: Liberal Arts Themes, Goals, and Outcomes
Leadership and Collaboration:
The ability to lead and influence
for ethical and responsible action
and for systemic change; the
ability to work well with others,
especially in joint intellectual
effort.
Ethics and Social Justice:
The ability to apply ethical
standards to judge individual and
collective actions; the
development of attitudes and
behaviors that reflect integrity,
honesty, compassion, and justice
in one’s personal and professional
life.
Diversity and Global
Perspectives: The ability to
understand and analyze the
impact of diversity and systems of
power and privilege on the
individual and society; the ability
to decipher and honor multiple
and global perspectives in
creating mutual understanding;
the ability to imagine and take
action towards justice.
Critical and Creative Inquiry:
The ability to gather, analyze and
critically evaluate information to
develop reasonable arguments,
sound judgments, and effective
solutions. This ability is founded
on a broad knowledge of the
achievements of human creativity
and of the variety of disciplinary
approaches for exploring truths.
Liberal Arts Themes, Goals, and Outcomes
Students will demonstrate leadership and collaboration by their ability to:
a) act from a strong self-concept;
b) transform information into knowledge and knowledge into judgment and action;
c) make timely and relevant decisions based on sound reasoning;
d) discern consequences, including ethical consequences, of decisions and actions;
e) articulate a positive sense of direction and evoke hope;
f) work well in teams and work groups of diverse composition, building consensus and integrating conflict resolution
strategies.
Students will demonstrate a commitment to ethics and social justice by:
a) understanding principles of ethics and social justice from multiple perspectives;
b) understanding Catholic Social Teaching and the Catholic commitment to social justice;
c) applying ethical and justice frameworks to contemporary issues;
d) exhibiting personal and academic integrity;
e) practicing social responsibility through community engagement, citizenship and advocacy.
Students will demonstrate a commitment to diversity and global perspectives by their ability to:
a) understand the experiences and contributions of women across history and cultures;
b) recognize the historic and current relationships within and among cultural communities, locally, nationally, and
globally;
c) identify and critically analyze the intersections and impact of race/ethnicity, gender, social class, religion, sexual
orientation, age, ability and other differences on identity, experience, and systems of power and privilege;
d) understand how economic, social, religious and political systems interact and how those systems vary across
societies;
e) understand the interrelationships between nature and humans and develop eco-centric perspectives;
f) increase critical cultural competencies and cultural responsiveness through engaging with multiple communities;
g) take action to dismantle systems of oppression and build a more just world.
Students will demonstrate critical and creative inquiry by their ability to:
a) locate appropriate information from a variety of sources and evaluate its relevance and reliability;
b) organize, describe, interpret, and integrate both qualitative and quantitative information;
c) shape ideas and discern meaning from experience, observation, imagination, and passion;
d) analyze complex issues and arguments in various intellectual contexts (scientific, aesthetic, philosophical, etc.) and
evaluate the validity and soundness of such arguments;
e) develop and evaluate action plans for solving significant social and intellectual problems;
f) demonstrate breadth of knowledge of the major accomplishments of human endeavors and of the distinct methods of
exploring truths (in the natural sciences, social sciences, and the arts and humanities); *
g) identify and interpret similarities and differences among various disciplinary approaches and examine the
relationships among them.
* Breadth of knowledge applies to all degrees except the graduate degrees, where the focus is on in-depth development of
disciplinary skills.
Students will demonstrate discipline-based competence by their ability to:
Discipline-Based
Competence**: The ability to
a) use in-depth knowledge and engage key ideas in at least one field of study;
demonstrate in-depth knowledge, b) exercise disciplinary methods and skills, and carry out research or learn independently in that field;
values and skills in at least one
c) develop disciplinary perspective and identity, including an understanding of the route to acquiring knowledge in that
major field of study and to relate
discipline;
disciplinary approaches to those
d) identify and analyze similarities and differences between the student’s major field and other disciplinary approaches.
of other fields.
**Discipline-Based Competence applies to all degree programs except the Associate of Arts Degree Program.
Students will demonstrate effective communication by the ability to:
Effective Communication in a
Variety of Modes: The ability to a) read, view, and listen with understanding and critical discernment;
read, write, speak and listen
b) organize, evaluate, and communicate ideas effectively through writing and public speaking to various audiences;
effectively; the ability to present
c) prepare and present information visually and through the use of technology;
information in a clear and
d) find expression in fine, literary, and performing arts;
engaging manner.
e) develop and put into practice interpersonal, group, and cross-cultural communication skills and listening skills;
f) show competency in a second language (applies only to bachelor’s degree).
Students will demonstrate a commitment to purposeful life-long learning by:
Purposeful Lifelong Learning:
The ability to continue personal
a) assuming responsibility for their own learning;
and professional development
b) engaging in and reflecting on opportunities that prepare for life after college;
based on ongoing self-assessment, c) practicing a variety of methods of learning, including reading and research, observing and listening, self-assessment
feedback from others, and new
and feedback, work and life experience;
learning.
d) developing knowledge and strategies for maintaining a balance of body, mind and spirit;
e) reflecting on and developing a meaningful, purposeful, and spiritual life.
Doctor of Nursing Practice Program
Department of Nursing