Graduate Academic Board - University of Alaska Anchorage€¦ · 23/10/2009 · EDAE 637 Design of e -Learning : 3 credits . NS 641 Curriculum Development & Evaluation : 3 credits

Graduate Academic Board Agenda

October 23, 2009

ADM 204 9:30 – 11:30 am

I. Roll Call ( ) Patricia Sandberg ( ) Debra Mole ( ) Mary Dallas Allen ( ) Vacant (USUAA/GSA) ( ) Judith Moore ( ) Peter Olsson ( ) Deb Russ ( ) Minnie Yen ( ) Ed McLain ( ) Tom Ravens ( ) Arun Upadhyay ( ) Jens Munk ( ) Vacant (FS At Large, CAS)

II. Approval of Agenda (pg. 1)

III. Approval of Meeting Summary (pg. 2-3)

IV. Administrative Reports A. Associate Vice Provost Bart Quimby

B. Vice Provost for Research and Dean of the Graduate School Robert White

C. Registrar John Allred

V. Chair’s Report

A. GAB Chair-Patt Sandberg B. Faculty Alliance C. Graduate Council- Deb Russ

VI. Program/Course Action Request - Second Reading

VII. Program/Course Action Request - First Reading

Chg Master of Science, Nursing Science, Nursing Education Option (pg. 4-6) Chg Post Master’s Certificate, Nursing Education (pg. 7-23) Add NS A640 Teaching and Learning in Nursing (3 cr) (3+0) (pg. 24-31) Chg NS A641 Curriculum Development and Evaluation (3 cr) (3+0) (pg. 32-39) Add NS A643 Assessment and Evaluation in Nursing Education (3 cr) (3+0) (pg. 40-48) Add NS A644 Distance Education in Nursing (3 cr) (3+0) (pg. 49-55) Chg NS A647 Teaching Practicum in Nursing (3 cr) (1+8) (pg. 56-64)

VIII. Old Business

IX. New Business A. Accreditation Core Themes #1

X. Informational Items and Adjournment

A. Curriculum Log B. Catalog Copy (Chapters 10, 11, 12) in Word Format C. Accreditation website D. Doctoral Program Criteria- Quick Links column on right hand side of Governance website http://www.uaa.alaska.edu/governance/

1

http://www.uaa.alaska.edu/governance/�

http://www.uaa.alaska.edu/governance�

http://www.uaa.alaska.edu/accreditation/2010.cfm�


Graduate Academic Board Summary

October 9, 2009

ADM 204 9:30 – 11:30 am

I. Roll Call & Introductions (x) Patricia Sandberg (x) Debra Mole (x) Mary Dallas Allen ( ) Vacant (USUAA/GSA) (x) Judith Moore (x) Peter Olsson (e) Deb Russ (x) Minnie Yen (x) Ed McLain (x) Tom Ravens (x) Arun Upadhyay (e) Jens Munk ( ) Vacant (FS At Large, CAS)

II. Approval of Agenda (pg. 1) Approved

III. Approval of Meeting Summary (pg. 2-3) Approved

IV. Administrative Reports A. Associate Vice Provost Bart Quimby

Report given regarding Accreditation

B. Vice Provost for Research and Dean of the Graduate School Robert White Report given on Assessment Looking to form 3 committees each looking at research outcomes

C. Registrar John Allred (pg. 4) Policy Items: Incomplete grades Approved revised language for incomplete grade. No Basis Grade Approved the use of the no basis grade.

V. Chair’s Report A. GAB Chair-Patt Sandberg B. Faculty Alliance C. Graduate Council- (Patt Sandberg for excused Deb Russ)

Working groups on various subjects including doctoral programs Graduate Council and GAB are working together to look at resources and viability of doctoral program proposals

VI. Program/Course Action Request - Second Reading

Chg PSY A671 Grant Writing (1 or 3) (1or 3+0) (pg. 5-11) Approved

VII. Program/Course Action Request - First Reading No First Readings

VIII. Old Business

IX. New Business A. Accreditation Documents:

o NWCCU Standards Draft 5.0 with Tracked Changes (pg. 12-30) http://www.nwccu.org/Standards%20Review/StandardsReview.htm The deadline for receipt of feedback on Draft 5.0 is October 16, 2009.

2

http://www.nwccu.org/Standards%20Review/StandardsReview.htm�

Feedback may be emailed to [email protected]. o Core Themes #1 (pg. 31-32)

Creating a Core Theme group-need a GAB representative Deb Mole chosen as the GAB representative

X. Informational Items and Adjournment

A. Final Draft for Revised Trial UAA Guidelines for Academic Program (pg. 33-39) B. Curriculum Log C. Catalog Copy (Chapters 10, 11, 12) in Word Format D. Accreditation website E. Doctoral Program Criteria- Quick Links column on right hand side of Governance website http://www.uaa.alaska.edu/governance/

Meeting adjourned

3

mailto:[email protected]�



http://www.uaa.alaska.edu/accreditation/2010.cfm�


August 28, 2009

TO: Curriculum Committees

RE: Changes in the Master of Science, Nursing Science Nursing Education option and Post Master’s Graduate Certificate, Nursing Education option

OVERVIEW OF CHANGES The graduate nursing program offers a MS in Nursing Science, Nursing Education option and a Post-Master’s certificate, Nursing Education option. The proposed changes were made based on several events: student feedback, changes in national standards and changes in the UAA College of Education (adult education program was closed; as a result two adult education courses, required by our programs, will no longer be offered on a regular basis.)

Total credits required for the MS and Post master’s certificate in Nursing Education have not changed. New content has been added, other content has been expanded and/or re-arranged to better meet national standards.

MS in Nursing Science, Nursing Education

OLD PROGRAM NEW PROGRAM NS 601 Advanced Pathophysiology 3 credits NS 601 Advanced Pathophysiology 3 credits NS 602 Advanced Health Assessment 3 credits NS 602 Advanced Health Assessment 3 credits EDAE 655 Adult Education 3 credits NS 640 Teaching/Learning in Nursing 3 credits EDAE 637 Design of e-Learning 3 credits NS 641 Curriculum Development &

Evaluation 3 credits

NS 646 Curriculum Development, Teaching, and Learning in Nursing

3 credits NS 643 Assessment & Evaluation in Nursing Education

3 credits

NS 647 Teaching Practicum in Nursing 3 credits NS 644 Distance Education in Nursing 3 credits Elective (advisor approved) 3 credits NS 647 Teaching Practicum in Nursing 3 credits Elective (advisor approved) 3 credits Elective (advisor approved) 3 credits Core Courses* 18 credits Core Courses* 18 credits

TOTAL 42 credits TOTAL 42 credits *Core courses include: NS A618 (2) Role Development in Advanced Practice Nursing; NS A619 (2) Health Policy Issues in Advanced Practice Nursing; NS A620 (4) Nursing Research Methods; NS A621 (3) Knowledge Development for Advanced Practice Nursing; NS A625 (3) Biostatistics for Health Professionals; and NS A696 (4) Individual Project OR NS A699 Thesis (4).

For students who already have a master’s degree in nursing, the post master’s certificate offers the opportunity to expand one’s teaching skills.

4

Post Master’s Certificate, Nursing Education

OLD PROGRAM NEW PROGRAM EDAE 655 Adult Education 3 credits NS 640 Teaching/Learning in Nursing 3 credits EDAE 637 Design of e-Learning 3 credits NS 641 Curriculum Development &

Evaluation 3 credits

NS 646 Curriculum Development, Teaching, and Learning in Nursing

3 credits NS 643 Assessment & Evaluation in Nursing Education

3 credits

NS 647 Teaching Practicum in Nursing 3 credits NS 644 Distance Education in Nursing 3 credits Elective (advisor approved) 3 credits NS 647 Teaching Practicum in Nursing 3 credits

TOTAL 15 credits TOTAL 15 credits

In terms of the College of Education courses, EDAE 637 Design of e-Learning (course prefix was changed last year to EDET 637) and EDAE 655 the Adult Learner both classes are still listed in the 2009/2010 catalog on page 369. However, with the adult education degree being cancelled those courses will only be offered on as needed basis.

In addition to the program changes, we also made some catalog copy changes regarding admission criteria. We have always required the GRE (so that didn’t change) but we did want to include the minimum score required to be considered for admission: quantitative + verbal together needs to be 800 or higher. We have already published the minimum Analytic Writing Score, so this change provides more comprehensive information. There was also some information added on how requirements vary if a person is pursuing a 2nd

Sincerely,

master’s degree in nursing (we waive the GRE, only look at graduate GPA, and allow them to petition core courses). Finally, some editing was done, correcting errors and/or re-wording statements for clarity.

Jill Janke Graduate Program Chair UAA School of Nursing (907) 786-4570 [email protected]

5


1a. School or College HW CHSW

1b. Division ADSN Division of Nursing

1c. Department NUR

2. Complete Program Title/Prefix Master's of Science, Nursing Science, Nursing Education option

3. Type of Program OEC Undergrad Certificate AA/AAS Baccalaureate Minor Post Baccalaureate Graduate Graduate Certificate Doctoral Specialty Certificate

4. Type of Action: PROGRAM PREFIX

Add Add Change Change Delete Inactivate

5. Implementation Date (semester/year) From: Spring/2010 To: 9999/9999

6a. Coordination with Affected Units Department, School, or College: College of Education

Initiator Name (typed): B. Carmon Initiator Signed Initials: _________ Date:________________

6b. Coordination Email submitted to Faculty Listserv ([email protected]) Date: 8/28/2009

6c. Coordination with Library Liaison Date: 8/28/2009

7. Title and Program Description - Please attach the following: Cover Memo Catalog Copy in Word using the track changes function

8. Justification for Action After graduating the first class of students in the Master's of Science, Nursing Science, Nursing Education option, a program evaulation was done. Student input was elicited and all course content was mapped to the revised national standards for Nurse Educators. Based on this program evaluation, several content areas were identified that needed stregthening. In addition, the College of Education notified us that the two education classes required for the specialty (EDAE A655 Adult Learning and EDAE A637 Design of eLearning) were no longer going to be offered on a scheduled basis. Faculty decided to re-design the Nursing Education curriculum to address the deficiencies and replace key content in the EDAE courses. The changes included rearranging of existing content and development of three new courses. The total number of credits for the degree will not change. Two of the new courses will replace the six credits of EDAE courses; One of the new courses will replace 3 of the 6 elective credits.

__________________________________________________ ___________ Initiator (faculty only) Date Bernice Carmon Initiator (TYPE NAME)

Approved

Disapproved

__________________________________________________________ Dean/Director of School/College Date

Approved

Disapproved

______________________________________ __________ Department Chairperson Date

Approved

Disapproved

__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson

Approved

Disapproved

_____________________________________ ___________ Curriculum Committee Chairperson Date

Approved

Disapproved

__________________________________________________________ Provost or Designee Date

Program/Prefix Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Program of Study or Prefix

6




1c. Department NUR

2. Complete Program Title/Prefix Post Master's Certificate, Nursing Education

3. Type of Program OEC Undergrad Certificate AA/AAS Baccalaureate Minor Post Baccalaureate Graduate Graduate Certificate Doctoral Specialty Certificate

4. Type of Action: PROGRAM PREFIX

Add Add Change Change Delete Inactivate

5. Implementation Date (semester/year) From: Spring/2010 To: 9999/9999

6a. Coordination with Affected Units Department, School, or College: College of Education

Initiator Name (typed): B. Carmon Initiator Signed Initials: _________ Date:________________

6b. Coordination Email submitted to Faculty Listserv ([email protected]) Date: 8/28/09


7. Title and Program Description - Please attach the following: Cover Memo Catalog Copy in Word using the track changes function

8. Justification for Action After graduating the first class of students in the Nursing Education Post Master's Certificate program, a program evaulation was done. Student input was elicited and all course content was mapped to the revised National Standards. Based on this program evaluation, several content areas were identified that needed stregthening. In addition, the College of Education notified us that the two education classes required for the specialty (EDAE A655 Adult Learning and EDAE A637 Design of eLearning) were no longer going to be offered on a scheduled basis. Faculty decided to re-design the Nursing Education curriculum to address the deficiencies and replace key content in the EDAE courses. The changes included rearranging of existing content and development of three new courses. The total number of credits for the degree will not change.


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Program/Prefix Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Program of Study or Prefix

7


COLLEGE OF HEALTH AND SOCIAL WELFARE

SCHOOL OF NURSING Professional Studies Building (PSB), Room 103, (907) 786-4550 http://nursing.uaa.alaska.edu

Graduate studies at the master's level place primary emphasis upon advanced professional nursing practice, theory, research, and health care delivery systems. Students may develop a specialized practice focus in Health Care Administration, Nursing Education or as a Family Nurse Practitioner or Psychiatric-Mental Health Nurse Practitioner. Master's level studies provide the student with a basis for further study at the doctoral level. The graduate program is accredited by the National League for Nursing Accreditation Commission (61 Broadway, New York, NY 100006; (212) 363-5555 ext. 153). Graduates in the Family Nurse Practitioner option are eligible to write the national certification examination for advanced professional practice as a family nurse practitioner. Graduates of the Health Care Administration option are eligible, after nurse executive practice, to write the national certification examination for advanced nursing administration. Graduates of the Psychiatric-Mental Health Nurse Practitioner Option are eligible to write the national certification for advanced practice as a psychiatric-mental health nurse practitioner-adult, or psychiatric and mental health nurse practitioner-family. Graduates of the Nursing Education option who have had two years of full-time academic teaching experience are eligible to take the NLN Certified Nurse Educator Examination.

PROGRAM OUTCOMES The graduate is prepared to: 1. Synthesize knowledge underlying advanced practice based on the current and changing health care environment. 2. Provide advanced clinical care to individuals, families, groups and/or communities in a variety of sociocultural contexts within

the graduate’s specialty. 3. Evaluate data sets as a basis for clinical nursing interventions, programs, and health care services. 4. Collaborate with health professionals to improve nursing and health care. 5. Implement leadership strategies to improve health care delivery. 6. Synthesize theory and research for application to advanced practice. 7. Communicate effectively both verbally and in writing. 8. Analyze health system’s issues to promote health across populations. 9. Adhere to published ethical, legal, and professional standards of practice.

10. Articulate a plan for ongoing professional role development.

MASTER OF SCIENCE, NURSING SCIENCE ADMISSION REQUIREMENTS

UAA Admission Requirements See the beginning of this chapter for Admission Requirements for Master’s Degrees. The following application submission deadlines are recommended to ensure full processing of application and transcripts:

December 15 for March 1 applicants

August 15 for November 1 applicants

School of Nursing Admission Requirements Students applying to the Master of Science in Nursing Science must also submit documentation of having met the following requirements:

1. Earned baccalaureate degree in nursing (or master’s degree in nursing) from a program accredited by the National League for Nursing Accrediting Commission or the Commission on Collegiate Nursing Education.

2. Undergraduate (and graduate, if applicable) GPA of at least a 3.00 on a 4.00 scale.* 3. Graduate Record Examination scores with a minimum Analytic Writing score of 3.50 and a minimum cumulative GRE

(quantitative + verbal) of 800.*

Comment [j1]: There are programs now where a student with a bachelor’s degree in another discipline goes into nursing and earns a Master’s degree in nursing (they are not awarded a bachelor’s degree in nursing along the way).

4. Grade of 2.00 (C or higher) in an undergraduate research methods course and a statistics course that covers descriptive and inferential statistics. Comment [j2]: We are using this for

admission decisions and wanted it in catalog

8

5. Licensure as a registered professional nurse in the State of Alaska concurrent with enrollment in first clinical course. 6. The School of Nursing graduate admission application must be submitted directly to the School of Nursing. 7. Three letters of professional recommendation submitted directly to the School of Nursing. References may be contacted by a

member of the admissions committee. 8. Professional portfolio. 9. Minimum of one year of half-time clinical experience as a registered nurse. *For students seeking a 2nd

master’s degree, the GRE is waived and only Graduate GPA is considered.

The following School of Nursing application submission deadlines are recommended to ensure full processing of application:

November 1 Graduate study and/or clinical specialty March 1 Graduate study and/or clinical specialty

Applicants who meet the above criteria are considered for program admission on a competitive basis. Meeting all admission criteria does not guarantee admission. Neither does prior acceptance into graduate study status guarantee admission into the clinical nursing tracks. Special consideration may be given to candidates with portfolios that document exceptional clinical experience and a proven record of professional contributions. To the extent that there are limited seats available in the program, preference may be given to residents of the state of Alaska as defined by the university’s policy on residency for tuition purposes.

ACADEMIC PROGRESS Students enrolled in the graduate degree programs must maintain at least a 3.00 (B) GPA in all required course work. Students must earn a grade of B or higher in all clinical courses. If a student earns less than a B in a clinical course, that student must, with faculty recommendation and on a space-available basis, retake the course the next time it is offered. A clinical course may be retaken only once. A student's graduate nursing program may include a maximum of two C grades in non-clinical courses, however, the overall GPA must remain above a 3.0. Grades below a C will not be applied to degree requirements. Noncompliance with this policy will result in academic probation, and possible dismissal from the program.

PART-TIME/FULL-TIME STUDY This program is designed to be completed in six semesters of part-time study, although students can take longer. Prior to being formally admitted to graduate study, students may complete up to 9 credits of degree applicable course work, either UAA credit (with permission of the instructor) or transfer credit. Students who are not formally admitted will be allowed to register on a space-available basis and with instructor permission. For part-time students, admission to graduate study only is recommended, with formal admission to a specialty track being delayed until core course requirements have been completed. Enrollment in any clinical course requires formal admission to graduate study and to the specialty track.

ADDITIONAL SCHOOL OF NURSING REQUIREMENTS All students enrolled in UAA nursing programs must provide:

• Documentation of continuous current certification in cardiopulmonary resuscitation (CPR) for adults, infants, and children; • Evidence of satisfactory health status, including immunity to chicken pox, rubella, rubeola, and hepatitis A and B (by titer),

documentation of Tdap (tetanus, diptheria, pertussis) immunization within the past 10 years, annual PPD skin test or health examination indicating freedom from active tuberculosis, documentation of an annual HIV test (results not required); and

• The results of the School of Nursing sanctioned national-level criminal background check.

Students are required to provide their own transportation to clinical sites. They are also responsible for their portion of the cost of audio-conferencing. Students must have access to a personal computer and reasonable internet connectivity. All students are expected to have basic computer and typing skills prior to entry into the nursing program, for example:

• Word processing (preferably MS Word) • Sending and receiving e-mail with attachments • Accessing and navigating the Internet/World Wide Web, and

• Basic understanding of hardware, software, and operating systems.

SCHEDULING OF COURSES Graduate nursing courses are offered in an alternative scheduling format consisting of intensive classroom sessions presented in short time blocks on the UAA campus and/or periodic class meetings throughout the semester that are

Comment [j3]: Students seeking 2nd MS degree do not need to take GRE

Comment [j4]: Typo in catalog

Comment [jj5]: Criminal background check for the School of Nursing must be completed by our contract agency … even if they have had a recent background check for employment … not all background checks are the same, and we need to make sure students get the required screening for our agencies.

9

available via computer and/or audio-conference. Thus, it is possible for students who reside outside of Anchorage to take advantage of the opportunity to pursue graduate study at UAA. In addition, all students have the opportunity to take advantage of clinical learning opportunities throughout the state, including both urban and rural settings.

GRADUATION REQUIREMENTS

See the beginning of this chapter for University Requirements for Master’s Degrees.

PROGRAM REQUIREMENTS

NS A618 Role Development in Advanced Practice 1. Complete the following required courses*:

Nursing 2 NS A619 Health Policy Issues in Advanced Practice Nursing 2 NS A620 Nursing Research Methods 4 NS A621 Knowledge Development for Advanced Nursing Practice 3 HS/NS A625 Biostatistics for Health Professionals 3 Choose one of the following courses for a total of 4 credits taken over two semesters 4 NS A696 Individual Project (2) or NS A699 Thesis (2)

*Students seeking a 2nd

master’s degree may petition to have core courses waived based on evaluation of prior graduate degree and any thesis or project done for that degree.

Family Nurse Practitioner Option (32 credits)

2. Complete one of the following options:

NS A601 Advanced Pathophysiology 3 NS A602 Advanced Health Assessment in Primary Care 3 NS A610 Pharmacology for Primary Care 3 NS A660 Family Nurse Practitioner I 4 NS A661 Family Nurse Practitioner II 5 NS A662 Family Nurse Practitioner III 5 NS A663 Family Nurse Practitioner IV 6 Elective Advisor approved 3

Psychiatric-Mental Health Nursing Option (32 credits) NS A601 Advanced Pathophysiology 3 NS A602 Advanced Health Assessment in Primary Care 3 NS A610 Pharmacology for Primary Care 3 NS A670 Advanced Psychiatric/ Mental Health Nursing I 5 NS A671 Advanced Psychiatric/ Mental Health Nursing II 5 NS A672 Advanced Psychiatric/ Mental Health Nursing III 5 NS A674 Advanced Psychiatric/Mental Health Nursing IV 5 Elective Advisor approved 3

Health Care Administration Option (22-23 credits) NS A658 Public Health Policy 3 NS A681 Analysis of Health Services 3 NS A682 Administrative Services 3 NS A682L Administrative Services Field Work (Opt) 1 NS A695 Practicum in Health Care Administration 4

Comment [j6]: This clarifies program requirements when a person is seeking a 2nd Master’s degree.

10

Choose one of the following sets of 9 credits: 9 Set 1 PADM A610 Organizational Theory and Behavior (3) PADM A624 Human Resources Administration (3)

OR Electives Advisor approved (3)

Set 2 BA A632 Organizational Behavior and Human Resource Management (3)

Nursing Education Option (24 credits)

Electives Advisor approved (6)

NS A601 Advanced Pathophysiology 3 NS A602 Advanced Health Assessment in Primary Care 3 NS A640 Teaching & Learning in Nursing 3 NS A641 Curriculum Development & Evaluation 3 NS A643 Assessment & Evaluation in Nursing 3 NS A644 Distance Education in Nursing 3 NS A647 Teaching Practicum in Nursing 3 Electives Advisor approved 3

3. A total of 40-50 credits are required for the degree.

THESIS OR PROJECT OPTION

A total of 4 credits of either NS A696 Individual Project or NS A699 Thesis, taken over two semesters, are required for the degree. Students who are unable to complete the thesis or project after two semesters will be required to complete the graduate continuous registration procedures (at the beginning of this chapter) and pay all fees.

Students who are unable to complete the thesis or project during these three semesters will be required to register for 2 credits of NS A699, Thesis or NS A696, Individual Project every semester thereafter (excluding summer sessions) until the thesis or project is satisfactorily completed. In the event a student wants to work on the thesis or project during a summer semester, utilizing faculty and UAA resources, they must get approval from their committee and register for a 1-credit independent study (P/F). The independent study credit does not count towards the 4 required thesis or project credits. There is no limit to the number of thesis or project credits that may be accrued; however, no more than 13 credits of thesis or project may be accrued without the student being required to take additional course work at the graduate level. Specific requirements for additional coursework will be determined by the director of the Graduate Program in Nursing, the coordinator of the specialty track, and the thesis or project chair.

Graduate Nursing Certificate Programs The graduate nursing certificate programs were designed for individuals who have previously acquired their master’s degree in nursing from a regionally accredited institution with a nursing program accredited by a nationally recognized accrediting agency (the National League for Nursing Accrediting Commission or the Collegiate Commission on Nursing Education), who wish to expand their nursing competencies or practice to include the role of a family nurse practitioner, psychiatric-mental health nurse practitioner or nurse educator. To be eligible for either of the nurse practitioner graduate certificate programs, the individual must already be certified as a nurse practitioner in another specialty.

The 15-29 credit graduate certificate curriculum builds on the student’s prior master’s degree in nursing by integrating content from that degree with theory-based advanced practice nursing courses and specialty clinical practice.

ADMISSIONS REQUIREMENTS

See the beginning of this chapter for Admission Requirements for Graduate Certificates.

UAA Admission Requirements See the beginning of this chapter for Admission Requirements for Graduate Certificates. The following application submission deadlines are recommended to ensure full processing of application and transcripts:

Comment [jj7]: Duplication was found, this corrects it.


11


School of Nursing Admission Requirements Students applying to the Master of Science in Nursing Science program must also submit documentation of having met the following requirements:

• Earned master’s degree in nursing (MN or MSN) from a school of nursing accredited by the National League for Nursing Accrediting Commission or the Commission on Collegiate Nursing Education.

• Graduate GPA of at least a 3.00 on a 4.00 scale.

Additional requirements for students applying for the Family Nurse Practitioner or Psychiatric-Mental Health Nurse Practitioner Certificate include:

• Current licensure as an advanced practice nurse in the state of Alaska, concurrent with enrollment in first clinical course.

• Documentation of national certification as an advanced nurse practitioner.


The School of Nursing will consider applications for the graduate certificate during fall and spring semesters. Following are the deadlines for submission to ensure full consideration by the admissions committee:

November 1 Graduate Certificate

March 1 Graduate Certificate

ACADEMIC PROGRESS

Students enrolled in the graduate certificate program must maintain a minimum of a 3.00 (B) GPA in all required course work. Students must earn a grade of 3.00 (B) or higher in all clinical courses. If a student earns less than a B (3.00) in a clinical course, that student must, with faculty recommendation and on a space-available basis, retake the course the next time it is offered. A clinical course may be retaken only once. A student's graduate certificate program may include a maximum of one C (2.00) grade. Grades below a C (2.00) will not be applied to degree requirements. Noncompliance with this policy will result in academic probation, and possible dismissal from the program.

ADDITIONAL SCHOOL OF NURSING REQUIREMENTS All students enrolled in UAA nursing certificate programs must provide:



• The results of the School of Nursing sanctioned national level criminal background check.

Students are required to provide their own transportation to clinical sites. They are also responsible for their portion of the cost of audio-conferencing. Students must have access to a personal computer and reasonable Internet connectivity. All students are expected to have basic computer and typing skills prior to entry into the nursing program, for example:

• Word processing (preferably MS Word); • Sending and receiving e-mail with attachments; • Accessing and navigating the Internet/World Wide Web; and



See the beginning of this chapter for University requirements for Graduate Certificates.

Graduate Certificate, Family Nurse Practitioner

Comment [jj8]: See JJ5

12

The Family Nurse Practitioner (FNP) Graduate Certificate for psychiatric nurse practitioners was developed for nurses who are already certified as psychiatric nurse practitioners. This program expands their scope of practice to assist them to acquire the theory, knowledge, and skills needed to provide primary care for families. Courses and seminars are scheduled to allow students to attend classes with content specific to expand their specialty practice to include a family scope. The curriculum includes didactic, seminar, and approximately 720 clinical hours in practicum course work. Students who successfully complete the graduate certificate program will be eligible to take the family nurse practitioner examination offered by the American Nurses Credentialing Center (ANCC), or the American Academy of Nurse Practitioners (AANP) to become certified as an FNP. These examinations are given nationwide throughout the year.

The FNP Graduate Certificate for primary care specialties was developed for nurses who are already certified in one of the primary care nurse practitioner specialties (adult, child, or women). Students who successfully complete it will be eligible to take the family nurse practitioner examination offered by the ANCC, or the AANP to become certified as an FNP. These examinations are given nationwide throughout the year.

GRADUATE CERTIFICATE, PSYCHIATRIC AND MENTAL HEALTH NURSE PRACTITIONER

The Psychiatric and Mental Health Nurse Practitioner (PMH) Graduate Certificate for advanced nurse practitioners was developed for nurses who are already certified as advanced nurse practitioners. Students who successfully complete the graduate certificate program will be eligible to take the psychiatric and mental health nurse practitioner examination offered by the ANCC. This examination is given nationwide throughout the year.

GRADUATE CERTIFICATE, NURSING EDUCATION

This specialty certificate in nursing education is designed for nurses who have previously acquired a minimum of a baccalaureate degree in nursing and are seeking to develop advanced knowledge and skills in order to teach in academic or clinical settings. The coursework leading to the certificate emphasizes instruction in teaching, program and course/development, implementation, and evaluation.

The curriculum is based on standards for master’s education outlined in the Essentials for Master’s Education in Nursing published by the AACN (1996), as well as the newly developed Core Competencies of Nurse Educators proposed by the National League for Nursing (NLN).

All courses for this certificate will be offered using distance delivery technologies, including but not limited to Blackboard web-based approaches, CD-ROMs, and audio-conferencing or video-conferencing as appropriate and available. Teaching practica may be completed in the student’s community, or in some cases may require visits to the UAA campus. Faculty may also validate teaching competencies through site visits and/or conference calls.

The 15-credit graduate certificate includes graduate-level coursework in nursing education and in adult education, with practicum opportunities in classroom and clinical settings.


GRADUATE CERTIFICATE, FAMILY NURSE PRACTITIONER (FNP)

Adult Nurse Practitioner (15 credits) 1. Complete one of the following tracks:

NS A660 Family Nurse Practitioner I 6 NS A661 Family Nurse Practitioner II 3 NS A663 Family Nurse Practitioner IV 6

Pediatric Nurse Practitioner (15 credits) NS A631 Family Nurse Practitioner Focus on Women’s Health and Obstetrics I 2 NS A635 Family Nurse Practitioner Focus on Women’s Health and Obstetrics II 2 NS A662 Family Nurse Practitioner III 5 NS A663 Family Nurse Practitioner IV 6

13

Psychiatric Mental Health Nurse Practitioner (29 credits) NS A601 Advanced Pathophysiology 3 NS A602 Advanced Health Assessment in Primary Care 3 NS A610 Pharmacology for Primary Care 3 NS A660 Family Nurse Practitioner I 4 NS A661 Family Nurse Practitioner II 5 NS A662 Family Nurse Practitioner III 5 NS A663 Family Nurse Practitioner IV 6

Women’s Health Nurse Practitioner (15 credits) NS A632 Family Nurse Practitioner Focus on Pediatrics I 2 NS A636 Family Nurse Practitioner Focus on Pediatrics II 2 NS A662 Family Nurse Practitioner III 5 NS A663 Family Nurse Practitioner IV 6

2. A total of 15-29 credits are required for the certificate.

GRADUATE CERTIFICATE, PSYCHIATRIC AND MENTAL HEALTH NURSE

PRACTITIONER (PMH) 1. Complete the following required courses (20 credits):

NS A670 Advanced Psychiatric/Mental Health Nursing I 5 NS A671 Advanced Psychiatric/Mental Health Nursing II 5 NS A672 Advanced Psychiatric/Mental Health Nursing III 5 NS A674 Advanced Psychiatric/Mental Health Nursing IV 5

2. A total of 20 credits are required for the certificate.


NS A640 Teaching & Learning in Nursing 3 1. Complete the following required courses (15 credits):

NS A641 Curriculum Development & Evaluation 3 NS A643 Assessment & Evaluation in Nursing 3 NS A644 Distance Education in Nursing 3 NS A647 Teaching Practicum in Nursing 3


FACULTY Jean Ballantyne, Director, [email protected] Barbara Berner, Professor, [email protected] Elizabeth Campbell, Assistant Professor, [email protected] Bernice Carmon, Associate Professor, [email protected] Lee Anne Eissler, Assistant Professor, [email protected] Georgia Heiberger, Assistant Professor, [email protected] Thomas Hendrix, Assistant Professor, [email protected] Jill Janke, Professor/Graduate Program Chair, [email protected] Cindy Jones, Assistant Professor, [email protected] Patricia Lynes-Hayes, Assistant Professor, [email protected] Susan Modlin, Associate Professor, [email protected] Angelia Morris, Assistant Professor, [email protected] Maureen O'Malley, Assistant Professor, [email protected] Nadine Parker, Assistant Professor, [email protected] Anita Powell, Assistant Professor, [email protected]

14

Elizabeth Predeger, Professor, [email protected] Dianne Tarrant, Associate Professor, [email protected] Dianne Toebe, Associate Professor, [email protected] Shirley Valek-Wilson, Associate Professor, [email protected] Susan Wilson, Associate Professor, [email protected]

15

COLLEGE OF HEALTH AND SOCIAL WELFARE

SCHOOL OF NURSING Professional Studies Building (PSB), Room 103, (907) 786-4550 http://nursing.uaa.alaska.edu

Graduate studies at the master's level place primary emphasis upon advanced professional nursing practice, theory, research, and health care delivery systems. Students may develop a specialized practice focus in Health Care Administration, Nursing Education or as a Family Nurse Practitioner or Psychiatric-Mental Health Nurse Practitioner. Master's level studies provide the student with a basis for further study at the doctoral level. The graduate program is accredited by the National League for Nursing Accreditation Commission (61 Broadway, New York, NY 100006; (212) 363-5555 ext. 153). Graduates in the Family Nurse Practitioner option are eligible to write the national certification examination for advanced professional practice as a family nurse practitioner. Graduates of the Health Care Administration option are eligible, after nurse executive practice, to write the national certification examination for advanced nursing administration. Graduates of the Psychiatric-Mental Health Nurse Practitioner Option are eligible to write the national certification for advanced practice as a psychiatric-mental health nurse practitioner-adult, or psychiatric and mental health nurse practitioner-family. Graduates of the Nursing Education option who have had two years of full-time academic teaching experience are eligible to take the NLN Certified Nurse Educator Examination.

PROGRAM OUTCOMES The graduate is prepared to: 1. Synthesize knowledge underlying advanced practice based on the current and changing health care environment. 2. Provide advanced clinical care to individuals, families, groups and/or communities in a variety of sociocultural contexts within

the graduate’s specialty. 3. Evaluate data sets as a basis for clinical nursing interventions, programs, and health care services. 4. Collaborate with health professionals to improve nursing and health care. 5. Implement leadership strategies to improve health care delivery. 6. Synthesize theory and research for application to advanced practice. 7. Communicate effectively both verbally and in writing. 8. Analyze health system’s issues to promote health across populations. 9. Adhere to published ethical, legal, and professional standards of practice.

10. Articulate a plan for ongoing professional role development.

MASTER OF SCIENCE, NURSING SCIENCE ADMISSION REQUIREMENTS

UAA Admission Requirements See the beginning of this chapter for Admission Requirements for Master’s Degrees. The following application submission deadlines are recommended to ensure full processing of application and transcripts:



School of Nursing Admission Requirements Students applying to the Master of Science in Nursing Science must also submit documentation of having met the following requirements:

1. Earned baccalaureate degree in nursing (or master’s degree in nursing) from a program accredited by the National League for Nursing Accrediting Commission or the Commission on Collegiate Nursing Education.

2. Undergraduate (and graduate, if applicable) GPA of at least a 3.00 on a 4.00 scale.* 3. Graduate Record Examination scores with a minimum Analytic Writing score of 3.50 and a minimum cumulative GRE

(quantitative + verbal) of 800.*

Comment [j1]: There are programs now where a student with a bachelor’s degree in another discipline goes into nursing and earns a Master’s degree in nursing (they are not awarded a bachelor’s degree in nursing along the way).

4. Grade of 2.00 (C or higher) in an undergraduate research methods course and a statistics course that covers descriptive and inferential statistics.

Deleted: , including an

Deleted: or higher

Comment [j2]: We are using this for admission decisions and wanted it in catalog

Deleted:

16

5. Licensure as a registered professional nurse in the State of Alaska concurrent with enrollment in first clinical course. 6. The School of Nursing graduate admission application must be submitted directly to the School of Nursing. 7. Three letters of professional recommendation submitted directly to the School of Nursing. References may be contacted by a

member of the admissions committee. 8. Professional portfolio. 9. Minimum of one year of half-time clinical experience as a registered nurse. *For students seeking a 2nd

master’s degree, the GRE is waived and only Graduate GPA is considered.

The following School of Nursing application submission deadlines are recommended to ensure full processing of application:

November 1 Graduate study and/or clinical specialty March 1 Graduate study and/or clinical specialty


ACADEMIC PROGRESS Students enrolled in the graduate degree programs must maintain at least a 3.00 (B) GPA in all required course work. Students must earn a grade of B or higher in all clinical courses. If a student earns less than a B in a clinical course, that student must, with faculty recommendation and on a space-available basis, retake the course the next time it is offered. A clinical course may be retaken only once. A student's graduate nursing program may include a maximum of two C grades in non-clinical courses, however, the overall GPA must remain above a 3.0. Grades below a C will not be applied to degree requirements. Noncompliance with this policy will result in academic probation, and possible dismissal from the program.

PART-TIME/FULL-TIME STUDY This program is designed to be completed in six semesters of part-time study, although students can take longer. Prior to being formally admitted to graduate study, students may complete up to 9 credits of degree applicable course work, either UAA credit (with permission of the instructor) or transfer credit. Students who are not formally admitted will be allowed to register on a space-available basis and with instructor permission. For part-time students, admission to graduate study only is recommended, with formal admission to a specialty track being delayed until core course requirements have been completed. Enrollment in any clinical course requires formal admission to graduate study and to the specialty track.

ADDITIONAL SCHOOL OF NURSING REQUIREMENTS All students enrolled in UAA nursing programs must provide:



• The results of the School of Nursing sanctioned national-level criminal background check.

Students are required to provide their own transportation to clinical sites. They are also responsible for their portion of the cost of audio-conferencing. Students must have access to a personal computer and reasonable internet connectivity. All students are expected to have basic computer and typing skills prior to entry into the nursing program, for example:

• Word processing (preferably MS Word) • Sending and receiving e-mail with attachments • Accessing and navigating the Internet/World Wide Web, and


SCHEDULING OF COURSES Graduate nursing courses are offered in an alternative scheduling format consisting of intensive classroom sessions presented in short time blocks on the UAA campus and/or periodic class meetings throughout the semester that are

Formatted: Superscript

Comment [j3]: Students seeking 2nd MS degree do not need to take GRE

Comment [j4]: Typo in catalog

Deleted: a

Comment [jj5]: Criminal background check for the School of Nursing must be completed by our contract agency … even if they have had a recent background check for employment … not all background checks are the same, and we need to make sure students get the required screening for our agencies.

17

available via computer and/or audio-conference. Thus, it is possible for students who reside outside of Anchorage to take advantage of the opportunity to pursue graduate study at UAA. In addition, all students have the opportunity to take advantage of clinical learning opportunities throughout the state, including both urban and rural settings.


See the beginning of this chapter for University Requirements for Master’s Degrees.


NS A618 Role Development in Advanced Practice 1. Complete the following required courses*:

Nursing 2 NS A619 Health Policy Issues in Advanced Practice Nursing 2 NS A620 Nursing Research Methods 4 NS A621 Knowledge Development for Advanced Nursing Practice 3 HS/NS A625 Biostatistics for Health Professionals 3 Choose one of the following courses for a total of 4 credits taken over two semesters 4 NS A696 Individual Project (2) or NS A699 Thesis (2)

*Students seeking a 2nd

master’s degree may petition to have core courses waived based on evaluation of prior graduate degree and any thesis or project done for that degree.

Family Nurse Practitioner Option (32 credits)

2. Complete one of the following options:

NS A601 Advanced Pathophysiology 3 NS A602 Advanced Health Assessment in Primary Care 3 NS A610 Pharmacology for Primary Care 3 NS A660 Family Nurse Practitioner I 4 NS A661 Family Nurse Practitioner II 5 NS A662 Family Nurse Practitioner III 5 NS A663 Family Nurse Practitioner IV 6 Elective Advisor approved 3

Psychiatric-Mental Health Nursing Option (32 credits) NS A601 Advanced Pathophysiology 3 NS A602 Advanced Health Assessment in Primary Care 3 NS A610 Pharmacology for Primary Care 3 NS A670 Advanced Psychiatric/ Mental Health Nursing I 5 NS A671 Advanced Psychiatric/ Mental Health Nursing II 5 NS A672 Advanced Psychiatric/ Mental Health Nursing III 5 NS A674 Advanced Psychiatric/Mental Health Nursing IV 5 Elective Advisor approved 3

Health Care Administration Option (22-23 credits) NS A658 Public Health Policy 3 NS A681 Analysis of Health Services 3 NS A682 Administrative Services 3 NS A682L Administrative Services Field Work (Opt) 1 NS A695 Practicum in Health Care Administration 4

Formatted: Indent: Left: 0", Don't adjustspace between Latin and Asian text

Formatted: Superscript

Comment [j6]: This clarifies program requirements when a person is seeking a 2nd Master’s degree.

Formatted: Indent: Left: 0"

Deleted: s

Deleted: s

Deleted:

Deleted: ional)

18

Choose one of the following sets of 9 credits: 9 Set 1 PADM A610 Organizational Theory and Behavior (3) PADM A624 Human Resources Administration (3)

OR Electives Advisor approved (3)

Set 2 BA A632 Organizational Behavior and Human Resource Management (3)

Nursing Education Option (24 credits)

Electives Advisor approved (6)

NS A601 Advanced Pathophysiology 3 NS A602 Advanced Health Assessment in Primary Care 3 NS A640 Teaching & Learning in Nursing 3 NS A641 Curriculum Development & Evaluation 3 NS A643 Assessment & Evaluation in Nursing 3 NS A644 Distance Education in Nursing 3 NS A647 Teaching Practicum in Nursing 3 Electives Advisor approved 3

3. A total of 40-50 credits are required for the degree.

THESIS OR PROJECT OPTION

A total of 4 credits of either NS A696 Individual Project or NS A699 Thesis, taken over two semesters, are required for the degree. Students who are unable to complete the thesis or project after two semesters will be required to complete the graduate continuous registration procedures (at the beginning of this chapter) and pay all fees.

Students who are unable to complete the thesis or project during these three semesters will be required to register for 2 credits of NS A699, Thesis or NS A696, Individual Project every semester thereafter (excluding summer sessions) until the thesis or project is satisfactorily completed. In the event a student wants to work on the thesis or project during a summer semester, utilizing faculty and UAA resources, they must get approval from their committee and register for a 1-credit independent study (P/F). The independent study credit does not count towards the 4 required thesis or project credits. There is no limit to the number of thesis or project credits that may be accrued; however, no more than 13 credits of thesis or project may be accrued without the student being required to take additional course work at the graduate level. Specific requirements for additional coursework will be determined by the director of the Graduate Program in Nursing, the coordinator of the specialty track, and the thesis or project chair.

Graduate Nursing Certificate Programs The graduate nursing certificate programs were designed for individuals who have previously acquired their master’s degree in nursing from a regionally accredited institution with a nursing program accredited by a nationally recognized accrediting agency (the National League for Nursing Accrediting Commission or the Collegiate Commission on Nursing Education), who wish to expand their nursing competencies or practice to include the role of a family nurse practitioner, psychiatric-mental health nurse practitioner or nurse educator. To be eligible for either of the nurse practitioner graduate certificate programs, the individual must already be certified as a nurse practitioner in another specialty.

The 15-29 credit graduate certificate curriculum builds on the student’s prior master’s degree in nursing by integrating content from that degree with theory-based advanced practice nursing courses and specialty clinical practice.

ADMISSIONS REQUIREMENTS

See the beginning of this chapter for Admission Requirements for Graduate Certificates.

UAA Admission Requirements See the beginning of this chapter for Admission Requirements for Graduate Certificates. The following application submission deadlines are recommended to ensure full processing of application and transcripts:

Deleted: EDAE A655 The Adult Learner 3¶


EDET A637 Design of e-Learning 3¶

Deleted: , Teaching, ¶and Learning in Nursing

Deleted: NS Curriculum Development, Teaching, ¶

and Learning in Nursing 3¶

Deleted: 6

Deleted: is

Deleted: ¶

Deleted: There is no limit to the number of thesis or project credits that may be accrued; however, no more than 13 credits of thesis or project may be accrued without the student being required to take additional coursework at the graduate level. Specific requirements for additional coursework will be determined by the director of the Graduate Program in Nursing, the coordinator of the specialty track, and the thesis or project chair.¶

Comment [jj7]: Duplication was found, this corrects it.

Formatted: Font: 16 pt, Bold

Deleted: ¶

19


School of Nursing Admission Requirements Students applying to the Master of Science in Nursing Science program must also submit documentation of having met the following requirements:

• Earned master’s degree in nursing (MN or MSN) from a school of nursing accredited by the National League for Nursing Accrediting Commission or the Commission on Collegiate Nursing Education.

• Graduate GPA of at least a 3.00 on a 4.00 scale.

Additional requirements for students applying for the Family Nurse Practitioner or Psychiatric-Mental Health Nurse Practitioner Certificate include:

• Current licensure as an advanced practice nurse in the state of Alaska, concurrent with enrollment in first clinical course.

• Documentation of national certification as an advanced nurse practitioner.


The School of Nursing will consider applications for the graduate certificate during fall and spring semesters. Following are the deadlines for submission to ensure full consideration by the admissions committee:

November 1 Graduate Certificate

March 1 Graduate Certificate

ACADEMIC PROGRESS

Students enrolled in the graduate certificate program must maintain a minimum of a 3.00 (B) GPA in all required course work. Students must earn a grade of 3.00 (B) or higher in all clinical courses. If a student earns less than a B (3.00) in a clinical course, that student must, with faculty recommendation and on a space-available basis, retake the course the next time it is offered. A clinical course may be retaken only once. A student's graduate certificate program may include a maximum of one C (2.00) grade. Grades below a C (2.00) will not be applied to degree requirements. Noncompliance with this policy will result in academic probation, and possible dismissal from the program.

ADDITIONAL SCHOOL OF NURSING REQUIREMENTS All students enrolled in UAA nursing certificate programs must provide:



• The results of the School of Nursing sanctioned national level criminal background check.

Students are required to provide their own transportation to clinical sites. They are also responsible for their portion of the cost of audio-conferencing. Students must have access to a personal computer and reasonable Internet connectivity. All students are expected to have basic computer and typing skills prior to entry into the nursing program, for example:

• Word processing (preferably MS Word); • Sending and receiving e-mail with attachments; • Accessing and navigating the Internet/World Wide Web; and



See the beginning of this chapter for University requirements for Graduate Certificates.

Graduate Certificate, Family Nurse Practitioner

Deleted: a

Comment [jj8]: See JJ5

Formatted: Font: 16 pt

20

The Family Nurse Practitioner (FNP) Graduate Certificate for psychiatric nurse practitioners was developed for nurses who are already certified as psychiatric nurse practitioners. This program expands their scope of practice to assist them to acquire the theory, knowledge, and skills needed to provide primary care for families. Courses and seminars are scheduled to allow students to attend classes with content specific to expand their specialty practice to include a family scope. The curriculum includes didactic, seminar, and approximately 720 clinical hours in practicum course work. Students who successfully complete the graduate certificate program will be eligible to take the family nurse practitioner examination offered by the American Nurses Credentialing Center (ANCC), or the American Academy of Nurse Practitioners (AANP) to become certified as an FNP. These examinations are given nationwide throughout the year.

The FNP Graduate Certificate for primary care specialties was developed for nurses who are already certified in one of the primary care nurse practitioner specialties (adult, child, or women). Students who successfully complete it will be eligible to take the family nurse practitioner examination offered by the ANCC, or the AANP to become certified as an FNP. These examinations are given nationwide throughout the year.

GRADUATE CERTIFICATE, PSYCHIATRIC AND MENTAL HEALTH NURSE PRACTITIONER

The Psychiatric and Mental Health Nurse Practitioner (PMH) Graduate Certificate for advanced nurse practitioners was developed for nurses who are already certified as advanced nurse practitioners. Students who successfully complete the graduate certificate program will be eligible to take the psychiatric and mental health nurse practitioner examination offered by the ANCC. This examination is given nationwide throughout the year.


This specialty certificate in nursing education is designed for nurses who have previously acquired a minimum of a baccalaureate degree in nursing and are seeking to develop advanced knowledge and skills in order to teach in academic or clinical settings. The coursework leading to the certificate emphasizes instruction in teaching, program and course/development, implementation, and evaluation.

The curriculum is based on standards for master’s education outlined in the Essentials for Master’s Education in Nursing published by the AACN (1996), as well as the newly developed Core Competencies of Nurse Educators proposed by the National League for Nursing (NLN).

All courses for this certificate will be offered using distance delivery technologies, including but not limited to Blackboard web-based approaches, CD-ROMs, and audio-conferencing or video-conferencing as appropriate and available. Teaching practica may be completed in the student’s community, or in some cases may require visits to the UAA campus. Faculty may also validate teaching competencies through site visits and/or conference calls.

The 15-credit graduate certificate includes graduate-level coursework in nursing education and in adult education, with practicum opportunities in classroom and clinical settings.


GRADUATE CERTIFICATE, FAMILY NURSE PRACTITIONER (FNP)

Adult Nurse Practitioner (15 credits) 1. Complete one of the following tracks:

NS A660 Family Nurse Practitioner I 6 NS A661 Family Nurse Practitioner II 3 NS A663 Family Nurse Practitioner IV 6

Pediatric Nurse Practitioner (15 credits) NS A631 Family Nurse Practitioner Focus on Women’s Health and Obstetrics I 2 NS A635 Family Nurse Practitioner Focus on Women’s Health and Obstetrics II 2 NS A662 Family Nurse Practitioner III 5 NS A663 Family Nurse Practitioner IV 6

Deleted: specialities

Deleted: specialities

Deleted: either standard classroom format or

21

Psychiatric Mental Health Nurse Practitioner (29 credits) NS A601 Advanced Pathophysiology 3 NS A602 Advanced Health Assessment in Primary Care 3 NS A610 Pharmacology for Primary Care 3 NS A660 Family Nurse Practitioner I 4 NS A661 Family Nurse Practitioner II 5 NS A662 Family Nurse Practitioner III 5 NS A663 Family Nurse Practitioner IV 6

Women’s Health Nurse Practitioner (15 credits) NS A632 Family Nurse Practitioner Focus on Pediatrics I 2 NS A636 Family Nurse Practitioner Focus on Pediatrics II 2 NS A662 Family Nurse Practitioner III 5 NS A663 Family Nurse Practitioner IV 6

2. A total of 15-29 credits are required for the certificate.

GRADUATE CERTIFICATE, PSYCHIATRIC AND MENTAL HEALTH NURSE

PRACTITIONER (PMH) 1. Complete the following required courses (20 credits):

NS A670 Advanced Psychiatric/Mental Health Nursing I 5 NS A671 Advanced Psychiatric/Mental Health Nursing II 5 NS A672 Advanced Psychiatric/Mental Health Nursing III 5 NS A674 Advanced Psychiatric/Mental Health Nursing IV 5



NS A640 Teaching & Learning in Nursing 3 1. Complete the following required courses (15 credits):

NS A641 Curriculum Development & Evaluation 3 NS A643 Assessment & Evaluation in Nursing 3 NS A644 Distance Education in Nursing 3 NS A647 Teaching Practicum in Nursing 3


FACULTY Jean Ballantyne, Director, [email protected] Barbara Berner, Professor, [email protected] Elizabeth Campbell, Assistant Professor, [email protected] Bernice Carmon, Associate Professor, [email protected] Lee Anne Eissler, Assistant Professor, [email protected] Georgia Heiberger, Assistant Professor, [email protected] Thomas Hendrix, Assistant Professor, [email protected] Jill Janke, Professor/Graduate Program Chair, [email protected] Cindy Jones, Assistant Professor, [email protected] Patricia Lynes-Hayes, Assistant Professor, [email protected] Susan Modlin, Associate Professor, [email protected] Angelia Morris, Assistant Professor, [email protected] Maureen O'Malley, Assistant Professor, [email protected] Nadine Parker, Assistant Professor, [email protected] Anita Powell, Assistant Professor, [email protected]

Deleted: is

Deleted: is

Deleted: EDAE A655 The Adult Learner 3¶EDET A637 Design of e-Learning 3¶

Formatted: Tab stops: 0.39", Left

Deleted: , Teaching, and¶Learning in Nursing

Deleted: NS A646 Curriculum Development, Teaching, and¶

Learning in Nursing 3¶

Deleted: Elective Advisor approved 3¶

Deleted: is

Deleted: Jacqueline Pflaum, Professor/Associate Director, [email protected]¶

22

Elizabeth Predeger, Professor, [email protected] Dianne Tarrant, Associate Professor, [email protected] Dianne Toebe, Associate Professor, [email protected] Shirley Valek-Wilson, Associate Professor, [email protected] Susan Wilson, Associate Professor, [email protected]

23



1c. Department NUR

2. Course Prefix

NS

3. Course Number

A640

4. Previous Course Prefix & Number

N/A

5a. Credits/CEUs

3

5b. Contact Hours (Lecture + Lab) (3+0)

6. Complete Course Title Teaching and Learning in Nursing Teaching & Learning in Nursing Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Preparatory/Development Non-credit CEU Professional Development

8. Type of Action: Add or Change or Delete If a change, mark appropriate boxes:

Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other (please specify)

9. Repeat Status No # of Repeats Max Credits

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: SPRING/2010 To: /9999

12. Cross Listed with N/A Stacked with N/A Cross-Listed Coordination Signature

13a. Impacted Courses or Programs: List any programs or college requirements that require this course. Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance.

Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Master of Science, Nursing Science Nursing Education option

285 8/28/09 Jill Janke, Program Chair; Mary Snyder, Dean COE

2. Graduate Certificate, Nursing Education 287 8/28/09 Jill Janke Program Chair; Mary Snyder, Dean COE 3.

Initiator Name (typed): Bernice Carmon Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 8/28/09 submitted to Faculty Listserv: ([email protected])


14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Examines the conceptual and theoretical foundation of learning with an emphasis on selecting teaching methods in designing learner-centered classroom and clinical instruction. Explores the role and expected competencies of the nurse educator.

16a. Course Prerequisite(s) (list prefix and number) NS A618, NS A619, NS A620, NS A621

16b. Test Score(s) N/A

16c. Co-requisite(s) (concurrent enrollment required) N/A

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable) Graduate standing; completion of course pre-requisites or prior master's in nursing

17. Mark if course has fees YES 18. Mark if course is a selected topic course

19. Justification for Action Program evaluation and student feedback in 2009 identified a need for a class on assessment and evaluation. Changes in national standards further prompted the changes.

Course Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course

24




Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


25

Course Content Guide University of Alaska Anchorage

College of Health and Social Welfare School of Nursing

Master of Science Program

I. Date of Initiation: Fall 2009

II. Course Information A. College/School: CHSW/School of Nursing B. Course Subject: NS C. Course Number: A640 D. Course Credits: 3.0 credits E. Contact Hours: (3+0) F. Course Program: Master of Science, Nursing Science in Nursing Education;

Graduate Certificate Nursing Education G. Course Title: Teaching and Learning in Nursing H. Grading Basis: A-F I. Implementation Date: Spring 2010 J. Course Description: Examines the conceptual and theoretical foundation of

learning with an emphasis on selecting teaching methods in designing learner-centered classroom and clinical instruction. Explores the role and expected competencies of the nurse educator.

K. Course Prerequisites: NS A618, NS A619, NS A620, NS A621 L. Course Co-requisites: N/A M. Registration Restrictions: Graduate standing; completion of course pre-

requisites or prior master’s in nursing N. Course Fee: Yes

III. Instructional Goals - The instructor will:

A. Provide students with the theoretical, conceptual and empirical basis for selecting and evaluating teaching strategies that promote learner-centered instruction in nursing.

B. Prepare students with the knowledge and skills to design learner-centered instruction in nursing.

C. Guide students in recognizing teaching-learning encounters that adhere to the ethical and legal standards of nursing education.

D. Introduce students to the role and responsibilities of the nurse educator.

26

IV. STUDENT OUTCOMES Upon successful completion of this course, students will be able to:

V. ASSESSMENT METHODS Student progress toward achievement of course outcomes will be determined by:

1. Evaluate selected theories and conceptual models to explain learning.

Discussion activities Quiz

2. Summarize dimensions of the nurse educator role and the related competencies.

Literature review Nurse educator interview Discussion activities

3. Relate educational research to instructional design decisions.

Lesson plan Quiz

4. Select appropriate instructional methods based on learner-centered principles.

Lesson plan Syllabus and course critique Quiz

5. Describe a variety of strategies to assess and evaluate learning in clinical and classroom contexts.

Test Quiz

6. Formulate constructive instructional feedback.

Case study Discussion activities

7. Plan lessons that adhere to best practices of instructional design.

Lesson plan Syllabus and lesson critique

8. Analyze the impact of the instructional environment on teaching and learning.

Discussion activities

9. Apply ethical and legal professional standards of practice to an education related issue.

Case study Discussion activities

VI. Course Level Justification: Graduate level course that requires knowledge and

skills acquired though baccalaureate-level preparation in nursing. Provides opportunitites for students to acquire skills that will enable them to design learner-centered instruction in classroom and clinical settings.

VI. Topical Course Outline 1.0 Focus on the nurse educator role

1.1 Role dimensions 1.1.1 Teacher 1.1.2 Collaborator 1.1.3 Scholar

27

1.2 Role settings 1.2.1 Educational institutions 1.2.2 Clinical institutions

1.3 Role expertise 1.3.1 Southern Regional Education Board (SREB) Nurse Educator

Competencies 1.3.2 National League for Nursing Core Competencies for Nurse

Educators 2.0 Focus on learning: Conceptual and theoretical foundation of learning

2.1 Learning and epistemology 2.1.1 Objectivist perspective 2.1.2 Constructivist perspective

2.2 Learning theories 2.2.1 Behaviorism 2.2.2 Cognitivism 2.2.3 Humanism

2.3 Learning and neurobiology 2.4 Learning and motivation 2.5 Learning and styles 2.6 Learning and literacy

3.0 Focus on teaching: The learner 3.1 Learner-centered principles 3.2 Learner outcomes

3.2.1 Outcome taxonomies 3.2.2 Writing outcomes

4.0 Focus on teaching: The methods 4.1 Discussion 4.2 Lecture 4.3 Experiential

4.3.1 Case-based 4.3.2 Group work 4.3.3 Demonstrations

5.0 Focus on teaching: The evaluation 5.1 Classroom assessment techniques 5.2 Clinical assessment techniques 5.3 Constructing and analyzing tests 5.4 Providing feedback

5.4.1 Oral 5.4.2 Written

6.0 Focus on teaching: The environment 6.1 Teacher’s style 6.2 Delivery mode

6.2.1 Face to face 6.2.2 Distance

6.3 The setting 6.3.1 Classroom 6.3.2 Clinical and laboratory

7.0 Focus on teaching and learning: The plan 7.1 Planning a lesson 7.2 Planning a course 7.3 Planning a syllabus

28

8.0 Focus on teaching and learning: Classroom and clinical management

8.1 Educational considerations 8.1.1 Promoting critical thinking 8.1.2 Promoting reflection on practice

8.2 Legal considerations 8.3 Ethical considerations

VII. Suggested Textbooks

Billings, D. M., & Halstead, J. A. (2008). Teaching in nursing: A guide for faculty (3rd

ed.). St Louis, MO: Elsevier/Saunders.

Emerson, R. (2007). Nursing education in the clinical setting. St. Louis, MO: Elsevier.

VIII. Bibliography

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th

*Angelo, T., & Cross, P. (1994).

ed.). Washington DC: Author.

Classroom assessment techniques (2nd ed.). San Francisco: Jossey-Bass.

Bradshaw, M. J., & Lowenstein, A. J. (2007). Innovative teaching strategies in

Bartels, J. E. (2007). Preparing nursing faculty for baccalaureate-level and graduate-level nursing programs: Role preparation for the academy. Journal of Nursing Education, 46(4), 154-159.

nursing and related health professions (4th

ed.). Sudbury, MA: Jones & Bartlett.

Clark, M. C., Nguyen, H. T., Bray, C. & Levine, R. E. (2008). Team-based learning in an undergraduate nursing course. Journal of Nursing Education, 47(3), 111-118.

Cleary-Jones, V. (2008). Strategies to facilitate learning among nursing students with

learning disabilities. Nurse Educator, 33(3), 99-103.

*Davis, B. G. (2001). Tools for teaching. San Francisco: Jossey-Bass.

Davis, S., & Schrader, V. (2009). Comparison of syllabi expectations between faculty and students in a baccalaureate nursing program. Journal of Nursing Education, 48(3), 125-132. Delpier, T. (2006). Cases 101: Learning to teach with cases. Nursing Education

Perspectives, 27(4), 204-210. DeYoung, S. (2003). Teaching strategies for nurse educators. Upper Saddle River, NJ: Prentice Hall.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd

ed.). Boston: Pearson.

Feldman, J., & McPhee, D. (2008). The science of learning: The art of teaching.

29

Clifton Park, NY: Thomson/Delmar Learning.

Fink, L. D. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass.

Hagstrom, F. (2006). Formative learning and assessment. Communication Disorders Quarterly, 28(1), 24-39. Hanson, K. J., & Stenvig, T. E. (2008). The good clinical nursing educator and the

baccalaureate nursing clinical experience: Attributes and praxis. Journal of Nursing Education, 47(1), 38-43.

Holaday, S. D., & Buckley, K. M. (2008). Addressing challenges in nursing education

through a clinical instruction model: Based on a hybrid inquiry-based learning framework. Nursing Education Perspectives, 29(6), 353-359.

Holly, C., Legg, T. J., Mueller, D., & Adelman, D. S. (2008). Online teaching: Challenges

for a new faculty role. Journal of Professional Nursing, 24(4), 254-260.

Jeffries, P. R. (2006). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-107.

*Lambert, N. M., & McCombs, B. L. (1998). How students learn: Reforming schools through learner-centered education. (Eds.). Washington, DC: American Psychological Association.

Lowenstein, A. J., & Bradshaw, M. J. (2004). Fuszard’s innovative teaching strategies in nursing (3rd

ed.). Boston: Jones & Bartlett.

McKeachie, W. J., & Svinicki, M. (2006). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (12th

ed.). Boston: Houghton Mifflin Company.

Moyer, B. A., & Wittman-Price, R. A. (2008). Nursing education: Foundations for practice excellence. Philadelphia: F. A. Davis.

Mullen, P. A. (2007). Use of self-regulating learning strategies by students in the second

and third trimesters of an accelerated second-degree baccalaureate nursing program. Journal of Nursing Education, 46(9), 406-413.

National League for Nursing. (2005). NLN Core competencies of nurse educators.

Atlanta, GA: Author.

*Novotny, J. (2000). Distance education in nursing. New York: Springer.

Oermann, M. H., & Gaberson, K. B. (2006). Evaluation and testing in nursing education (2nd

ed.). New York: Springer.

O’Neil, C. A., Fisher, C. A., & Newbold, S. K. (2004). Developing an on-line course. New York: Springer.

30

Pallof, R. M., & Pratt, K. (2007). Building online learning communities: Effective

strategies for the virtual classroom (2nd

ed.). San Francisco: Jossey-Bass.

Phillips, J. M. (2005). Strategies for active learning in online continuing education. The Journal of Continuing Education in Nursing, 36(2), 77-84.

Poorman, S. G., & Mastorovich, M. L. (2008). Using metacognitive strategies to help students learn in pretest and posttest review. Nurse Educator, 33(4) 176-181.

Priest, C., Kooken, W. C., Ealey, K. L., Holmes, S. R., & Hufeld, P. (2007). Improving

baccalaureate nursing students’ understanding of fundamental legal issues through interdisciplinary collaboration. Journal of Nursing Law, 11(1), 35-43.

Rocheleau, J., & Speck, B. W. (2007). Rights and wrongs in the college classroom:

Ethical issues in postsecondary teaching. Bolton, MA: Anker. *Schoolcraft, V. (2000). A nuts and bolts approach to teaching nursing. New York:

Springer. Suplee, P. D., Lachman, V. D., Siebert, B., & Anselmi, K. K. (2008). Managing

nursing student incivility in the classroom, clinical setting, and on-line. Journal of Nursing Law, 12(2), 68-78.

Tice, S., Jackson, N., Lambert, L., & Englot, P. (2005). University teaching: A reference guide for graduate students and faculty (2nd

ed.). Syracuse, NY: Syracuse University Press.

Tilly, D. S., Allen, P., Collins, C., & Bridges, R. A. (2007). Promoting clinical competence: Using scaffolded instruction for practice-based learning. Journal of Professional Nursing, 23(5), 285-290.

Udlis, K. A. (2008). Preceptorship in undergraduate nursing education: An integrative

review. Journal of Nursing Education, 47(1), 20-30.

Ulrich, D. L, & Glendon, K. J. (2005). Interactive group learning: Strategies for nurse educators (2nd


Walker, J. T., Martin, T. M., Haynie, L. & Norwood, A. (2007). Preference for teaching methods in a baccalaureate nursing program: How second-degree and traditional students differ. Nursing Education Perspectives, 28(5), 246-251.

Weimer, M. E. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass. Westrick, S. J. (2007). Legal challenges to academic decision. Journal of Nursing

Law, 11(2), 104-108.

* classic

31



1c. Department NUR

2. Course Prefix

NS

3. Course Number

A641


N/A

5a. Credits/CEUs

3.0


6. Complete Course Title Curriculum Development and Evaluation Curriculum Development & Eval Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Spring/2010 To: /9999



Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Master of Science, Nursing Science, Nursing Education option

285 8/28/09 Jill Janke, Graduate Program Chair

2. Graduate Certificate, Nursing Education 287 8/28/09 Jill Janke, Graduate Program Chair 3.





15. Course Description (suggested length 20 to 50 words) Examines history of higher education and nursing education in the United States. Assesses components of modern collegiate nursing curricula with consideration of internal and external factors that drive or impact the curriculum. Evaluates an existing curriculum and develops a course that fits within the context of an existing curriculum philosophy and conceptual framework and that contributes to the accomplishment of program outcomes.

16a. Course Prerequisite(s) (list prefix and number) NS A618, NS A619, NS A620, NS A621





16e. Registration Restriction(s) (non-codable) Graduate standing; completion of pre-requisites or prior master’s degree in nursing

17. Mark if course has fees 18. Mark if course is a selected topic course

19. Justification for Action Based on feedback from the first students to complete this option, it was decided to modify this course to focus in more depth on curriculm. To do this, the content on teaching and learning in nursing was moved to another course that is newly developed. The course number was changed to reflect sequencing of courses and pre-requisites.



32



__________________________________________________ ___________ Initiator (faculty only) Date Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


33





II. Course Information A. College: HW CHSW B. Course Subject: NS C. Course Number: A641 D. Number of Course Credits: 3 E. Course Program: Master of Science, Nursing Science in Nursing Education;

Graduate Certificate in Nursing Education F. Course Title: Curriculum Development and Evaluation G. Grading Basis: A-F H. Implementation Date: Spring 2010 I. Course Description: Examines history of higher education and nursing education in

the United States. Assesses components of modern collegiate nursing curricula with consideration of internal and external factors that drive or impact the curriculum. Evaluates an existing curriculum and develops a course that fits within the context of an existing curriculum philosophy and conceptual framework and that contributes to the accomplishment of program outcomes.

J. Course Prerequisites: NS A618, NS A619, NS A620, NS A621 K. Course Co-requisites: N/A L. Registration Restrictions: Graduate standing; completion of pre-requisites or prior

master’s degree in nursing M. Course Fees: Yes

III. Instructional Goals The instructor will:

A. Provide an overview of the evolution of higher education and nursing curricula to the present day.

B. Facilitate students’ understanding of the critical components of modern nursing curricula at associate degree and baccalaureate levels of education.

C. Explain internal and external factors, including legal and ethical issues, that impact the design and implementation of nursing education curricula.

D. Prepare students to use nationally standardized approaches to evaluating nursing curricula.

E. Guide students through the curriculum development process at the associate and baccalaureate nursing levels.

34



1. Identify critical events in the evolution of higher education and of nursing education in the United States.

Discussion activities; on-line quizzes

2. Differentiate curricula between associate degree and baccalaureate degree programs.


3. Explain the importance of critical components of a nursing curriculum at the associate degree and baccalaureate degree levels, including: institutional characteristics, program philosophy, program outcomes, and curriculum map.


4. Examine the fit between personal philosophies of nursing and nursing education with an identified philosophy of a nursing education program.

Comparison of personal philosophy with selected philosophies of selected nursing education programs.

5. Propose effective ways to ensure the progression and logical flow of the curriculum, from institutional mission through program outcomes.


6. Compare and contrast different curriculum models for nursing education programs.

Discussion activities; on-line quizzes; critique existing curriculum.

7. Evaluate an established nursing education curriculum utilizing national standards.

Discussion activities; paper on curriculum evaluation project

8. Develop a course that is consistent with an existing curriculum philosophy and conceptual framework.

Discussion activities; project on course development including mapping of new course from an existing curricular philosophy through program outcomes.

VI. Course Level Justification: Graduate level course that requires knowledge and skills

acquired though baccalaureate-level preparation in nursing. Provides students with skills to participate actively and effectively in nursing curriculum development and evaluation.

VII. Topical Course Outline 1.0 Evolution of higher education in the United States.

1.1 Initial development 1.1.1 First colleges and universities 1.1.2 Curricular evolution

1.2 Professional education 1.2.1 Apprenticeship model 1.2.2 Early schools 1.2.3 Improvement efforts

35

1.3 Current trends 1.3.1 Distance/on-line education 1.3.2 Outcomes assessment

2.0 History and evolution of nursing education in the United States. 2.1 Early schools 2.2 Development of professional standards for professional education

2.2.1 Regulatory efforts – Boards of Nursing 2.2.2 Accreditation efforts

2.3 Levels of education – educational goals and philosophical underpinnings 2.3.1 Types: Vocational, diploma, collegiate, associate degree,

baccalaureate degree, master’s degree, doctoral degree 2.3.2 Bridging curricula 2.3.3 New degree options 2.3.4 Current status and issues

2.3.4.1 Regulatory bodies 2.3.4.2 Accrediting bodies 2.3.4.3 Credentialing beyond licensure

3.0 Issues impacting the ongoing development of curricula 3.1 Issues external to academe 3.2 Issues external to nursing within academe 3.3 Issues Internal to nursing

4.0 Curricular models 4.1 Philosophical models 4.2 Curricular components

4.2.1 Institutional mission/vision 4.2.2 Program mission 4.2.3 Program outcomes 4.2.4 Philosophical statements 4.2.5 Levels, courses and learning experiences

4.3 Ensuring and demonstrating curricular “flow” 5.0 Ethical/legal issues

5.1 Regulatory issues 5.2 Accreditation issues 5.3 Ethics of teaching profession 5.4 ANA Code of Ethics 5.5 Legal concerns

6.0 Evaluating nursing curricula 6.1 Standards for evaluating associate degree curricula: National League for

Nursing Accrediting Commission (NLNAC) 6.2 Standards for evaluating baccalaureate and higher degree programs

6.2.1 National League for Nursing Accrediting Commission (NLNAC) 6.2.2 Commission for Collegiate Education in Nursing (CCNE)

36

6.3 Standards for evaluating specialty curricula

6.3.1 National Organization of Nurse Practitioner Faculties (NONPF) 6.3.2 American College of Nurse Midwifery 6.3.3 National League for Nursing (NLN)

7.0 Developing courses within existing curricular frameworks.

VIII. Suggested Textbooks American Association of Colleges of Nursing. (2008). Essentials of baccalaureate.

education for professional nursing practice. Washington, DC: AACN.

American Association of Colleges of Nursing. (1999). Nursing education’s agenda for the 21st

century. Washington, DC: AACN.


ed.). St. Louis, MO: Saunders-Elsevier.

Commission of Collegiate Nursing Education. (2008). Standards for accreditation of baccalaureate and graduate degree programs. Washington, DC: CCNE.

Keating, S. B. (2006). Curriculum development and evaluation in nursing. Philadelphia:

Lippincott, Williams & Wilkins. National League for Nursing Accrediting Commission. (2008). NLNAC accreditation

manual. New York: NLNAC. Tanner, C. A., Gubrud-Howe, P., & Shores, L. (2008). The Oregon Consortium for

Nursing Education: A response to the nursing shortage. Policy, politics, and nursing practice, 9(3), 203-209.

IX. Bibliography Agency for Healthcare Research and Quality. (2003). Outcomes and effectiveness. Retrieved December 16, 2003, from http://www.ahcpr.gov/clinic/outcomix.htm. American Association of Colleges of Nursing. (2003, May). Faculty shortages in baccalaureate and graduate nursing programs: Scope of the problem and strategies for expanding the supply. Washington, DC: Author. American Association of Colleges of Nursing. (1996, March). The essentials of a master’s education for advanced practice nursing. Washington, DC: Author.

Anonymous. (2002). The preparation of nurse educators. Nursing Education Perspectives, 23(5), 267-269.

37

http://www.ahcpr.gov/clinic/outcomix.htm�

Ashton, C. A. (2007). New realities for nursing education. Communicating Nursing Research, 40, 15-19.

Benner, P. (2007). In dialogue with outstanding educator, Dr. Christine Tanner.

Communicating Nursing Research, 40, 21-25. Council on Collegiate Education for Nursing, Southern Regional Education Board.

(2002). Nurse educator competencies. Retrieved October 28, 2003, from http://www.sreb.org/programs/nursing/publications/educatorcompetencies.asp. Csokasy, J. (2002). A congruent curriculum: Philosophical integrity from philosophy to outcomes. Journal of Nursing Education, 41(1), 32-33. Diamond, R. (1997). Designing and assessing courses and curricula: A practical guide. San Francisco: Jossey-Bass Company. Diekelmann, N. (2002). Too much content: Epistemologies’ grasp and nursing education. Journal of Nursing Education, 41(11), 3-12. Diekelmann, N., & Ironside, P. (2002). Developing a science of nursing education: Innovation with research. Journal of Nursing Education, 41, 379-380.

Drevdahl, D. J., Stackman, R. W., Purdy, J. M., & Louie, B. Y. (2002). Merging reflective inquiry and self-study as a framework for enhancing the scholarship of teaching. Journal of Nursing Education, 41(9), 413-419. Ekstrom, D. N., & Sigurdsson, H. O. (2002). An international collaboration in nursing education viewed through the lens of critical social theory. Journal of Nursing Education, 41, 289-294. Glasgow, N. A. (1997). New curriculum for new times: A guide to student-centered problem-based learning. Thousand Oaks, CA: Corwin Press. Glatthorn, A. A. (1994). Developing a quality curriculum. Alexandria, VA: Association for Curriculum Supervision. Goldenberg, D., Andrusyszyn, M., & Iwasiw, C. (2004). A facilitative approach to learning about curriculum development. Journal of Nursing Education, 43(1), 31-5. Grant, L. F., & Letzring, T. D. (2003). Status of cultural competence in nursing education. Journal of Multicultural Nursing and Health, 9(2), 6-13. Greiner, A. C., & Knebel, E. (2003). (Eds.). Health professions education: A bridge to quality. Washington, DC: National Academic Press.

38

http://www.sreb.org/programs/nursing/publications/educatorcompetencies.asp�

Ironside, P. M. (2004). “Covering content” and teaching thinking: Deconstructing the additive curriculum. Journal of Nursing Education, 43(1), 5-13.

Iwasiw, C. L., Goldenview, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd


Lowensteins, A. J., & Bradshaw, M. J. (2004). Fuszard’s innovative teaching strategies in nursing (3rd


National League for Nursing, Education Standards Task Group. (2006). NLN hallmarks of excellence in nursing education. Retrieved February 20, 2009 from http://www.nln.org/Research/Survey/hallmarksurvey.htm.

National League for Nursing, Education Standards Task Group. (2005). Core

competencies of nurse educators (draft). Retrieved February 20, 2009 from http://www.nln.org/profdev/Competency.htm. Novotny, J. (2000). Distance education in nursing. New York: Springer.



O’Neil, C. A., Fisher, C. A., & Newbold, S. K. (2009). Developing online learning environments in nursing education (2nd


Schaefer, K. M., & Zygmont, D. (2003). Analyzing the teaching style of nursing faculty: Does it promote a student-centered or teacher-centered learning environment? Nursing Education Perspectives, 24(5), 238-245. Schreiber, R., & Banister, E. (2002). Challenges of teaching in an emancipatory curriculum. Journal of Nursing Education, 41(1), 41-45.

Tagliareni, M. E., & Marckx, B. B. (Eds.). (1997). Teaching in the community: Preparing nurses for the 21st

Century (Pub no. 14-7262). New York: National League for Nursing.

Tanner, C. A. (2007). Nursing education: Current themes, puzzles, and paradoxes. Communicating Nursing Research, 40, 3-14.

Tanner, C. A., Gubrud-Howe, P., & Shores, L. (2008). The Oregon Consortium for

Nursing Education: A response to the nursing shortage, Policy, politics, and nursing practice, 9(3), 203-209.

Webber, P. B. (2002). A curriculum framework for nursing. Journal of Nursing Education, 41(1), 15-24.

39

http://www.nln.org/Research/Survey/hallmarksurvey.htm�

http://www.nln.org/profdev/Competency.htm�



1c. Department NUR

2. Course Prefix

NS

3. Course Number

A643


NA

5a. Credits/CEUs

3


6. Complete Course Title Assessment and Evaluation in Nursing Education Assessment & Eval in Nsg Educ Abbreviated Title for Transcript (30 character)







12. Cross Listed with n/a Stacked with n/a Cross-Listed Coordination Signature


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Master of Science, Nursing Science Nursing Education option

285 8/28/09 Jill Janke, Chair SON Graduate Program; Mary Snyder, Dean COE

2. Graduate Certificate, Nursing Education 287 8/28/09 Jill Janke, Chair SON Graduate Program; Mary Snyder, Dean COE

3.





15. Course Description (suggested length 20 to 50 words) Focuses on assessment and evaluation concepts, principles and evidence-based practices as a basis for planning learner-centered instruction, targeting learning outcomes and evaluating student achievement and instructional effectiveness. Examines a variety of classroom and clinical assessment methods and tools with an emphasis on their use, development and interpretation in course-level assessment.

16a. Course Prerequisite(s) (list prefix and number) NS A625, NS A640, NS A641

16b. Test Score(s)

16c. Co-requisite(s) (concurrent enrollment required)



16e. Registration Restriction(s) (non-codable) Graduate standing

17. Mark if course has fees YES 18. Mark if course is a selected topic course

19. Justification for Action Program evaluation and student feedback in 2009 identified a need for a class on assessment and evaluation. Changes in national standards further prompted the changes.



40




Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


41

Course Content Guide School of Nursing

Masters of Science Program

I. Date of Initiation: Fall 2009 II. Course Information

A. College: CHSW B. Course Subject: NS C. Course Number: A643 D. Course Credits: 3 E. Contact Hours: (3 + 0) F. Course Program: Master of Science, Nursing Science G. Course Title: Assessment and Evaluation in Nursing Education H. Grading Basis: A-F I. Implementation Date: Spring 2010 J. Course Description: Focuses on assessment and evaluation concepts,

principles and evidence-based practices as a basis for planning learner-centered instruction, targeting learning outcomes and evaluating student achievement and instructional effectiveness. Examines a variety of classroom and clinical assessment methods and tools with an emphasis on their use, development and interpretation in course-level assessment.

K. Course Prerequisites: NS A625, NS A640, NS A641 L. Registration Restrictions: Graduate standing M. Course Fee: Yes

III. Instructional Goals:

The instructor will: A. Promote an understanding of the role of assessment and evaluation in the

teaching-learning process and how each contributes to planning learner-centered instruction and monitoring student progress and measuring achievement.

B. Foster informed instructional decisions based on a sound understanding of evidence-based assessment and evaluation concepts, principles, and practices.

C. Create instructional tasks that simulate the development, application, and interpretation of a variety of assessment methods and tools appropriate for classroom and clinical use.



1. Analyze the relationship between course-level assessment of outcomes with program and institutional-level assessment.


42

2. Select assessment methods and strategies based on the desired learning outcomes, learning domains, and learning environment.

Course assessment plan Case study analysis

3. Explain measurement concepts and their application to test construction and evaluation.

Quiz Discussion activities

4. Create various forms of test items and rubrics.

Test item portfolio Written test construction Rubric development

5. Recommend assessment strategies that effectively accommodate the unique characteristics of distributed, clinical, and laboratory learning environment.

Discussion activities Course assessment plan Quiz

6. Use assessment and evaluation data to guide instructional decision-making as they relate to learner progress, learner achievement and teacher effectiveness.

Quiz Case study analysis Discussion activities

7. Discuss the current literature and national standards that guide best practices in assessment and evaluation.

Discussion activities Annotated bibliography

8. Relate ethical and legal aspects of assessment and evaluation to applicable standards.

Discussion activities Reflection paper

VI. Course Level Justification

Graduate level course that requires knowledge and skills acquired though baccalaureate-level preparation in nursing. The course provides students with the opportunity to apply developing competencies in educational assessment and evaluation in nursing education.

VII. Topical Course Outline 1.0 Nature of assessment

1.1 Definition of assessment 1.2 Role

1.2.1 Assessment related to learning 1.2.2 Assessment related to teaching

1.3 Focus 1.3.1 Formative 1.3.2 Summative

1.4 Components 1.4.1 Measurement 1.4.2 Evaluation

1.5 Levels 1.5.1 Institutional 1.5.2 Program 1.5.3 Course/classroom

43

2.0 Standards and best practices 2.1 National and regional accrediting organizations

2.1.1 2.1.2

Northwest Commission on Colleges and Universities (NWCCU)

2.1.3 National League for Nursing-Accreditation Commission

Commission on Collegiate Nursing Education (CCNE) Accreditation Standards

(NLNAC) Accreditation Standards 2.2 Professional organizations

2.2.1 Standards for Teacher Competence in Educational Assessment of Student (AFT/NEA)

2.2.2 Standards for Educational and Psychological Testing (AERA/APA/NCME)

2.2.3 Principle of Good Practice for Assessing Student Learning (AAHE) 2.2.4 Certified Nurse Educator Program (NLN)

3.0 Planning for assessment 3.1 Linking assessment to instructional goals and learning outcomes 3.2 Creating assessment using backward design model 3.3 Conceptualizing learning outcomes

3.3.1 Affective domain 3.3.2 Cognitive domain 3.3.3 Psychomotor domain

4.0 Written tests 4.1 Nature of measurement

4.1.1 Criterion-referenced measurement 4.1.2 Norm-referenced measurement

4.2 Measurement concepts 4.2.1 Reliability 4.2.2 Validity 4.2.3 Bias

4.3 Statistical applications 4.3.1 Type of scores 4.3.2 Distributions 4.2.3 Measures of central tendency and dispersion

4.4 Types of written tests 4.4.1 Standardized 4.4.2 Teacher-made

4.5 Item format 4.5.1 Multiple-choice 4.5.2 Matching 4.5.3 Completion and short answer 4.5.4 True/false 4.5.5 Essay

44

4.6 Test construction

4.6.1 Test blueprint 4.6.2 Item development 4.6.3 Item analysis 4.6.4 Test administration

4.7 Evaluation 4.7.1 Scoring 4.7.2 Interpretation

5.0 Alternative assessments 5.1 Constructed response assessments

5.1.1 Self-assessments/logs 5.1.2 Reports 5.1.3 Papers 5.1.4 Classroom assessment techniques (CATs)

5.2 Performance assessments 5.2.1 Portfolios 5.2.2 Demonstrations

5.3 Evaluation 5.3.1 Checklists 5.3.2 Rubrics 5.3.3 Annotations

6.0 Evaluating achievement 6.1 Assigning grades 6.2 Providing feedback

7.0 Assessment and evaluation in alternative learning environments 7.1 Laboratory and clinical

7.1.1 Simulations and models 7.1.2 Critical incident techniques

7.2 Distributed learning 7.2.1 Synchronous 7.2.2 Asynchronous 7.2.3 Hybrid

8.0 Evaluating Teaching 8.1 Self-assessments 8.2 Colleague/mentor assessment 8.3 Student assessment

9.0 Ethical and legal considerations 9.1 Students with disabilities 9.2 Educational accountability

45

VIII. Suggested Textbooks

Angelo, T., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd

ed.). San Francisco: Jossey-Bass.

McDonald, M. E. (2008). The nurse educator’s guide to assessing learning outcomes (3rd

ed.). Sudbury, MA: Jones and Bartlett.

Oermann, M. H., & Gaberson, K. B. (2009). Evaluation and testing in nursing education (3rd


IX. Bibliography Arnold, J. J., Johnson, L. M., Tucker, S. J., Malec, J. F., Henrickson, S. E., & Dunn, W. F.

(2009). Evaluation tools in simulation learning: Performance and self-efficacy in emergency response. Clinical Simulation in Nursing, 5(1), e35-e43.

Baldwin, T., & Blattner, N. (2003). Guarding against potential bias in student evaluations.

College Teaching, 51(1), 27-33. Bangert, A. (2005). The seven principles of effective teaching: A framework for designing,

delivering, and evaluating an internet-based assessment course for nurse educators. Nurse Educator, 30(5), 221-225.

Ball, E. C. (2009). Annotation an effective device for student feedback: A critical review of the literature. Nurse Educator Practice. In press.

Billings, D., & Halstead, J. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Elsevier.

Bonnel, W. (2009). Clinical performance evaluation. In D. Billings & J. Halstead (eds.) Teaching in nursing: A guide for faculty (3rd

ed.). St Louis, MO: Saunders.

Burton, R. F. (2005). Multiple-choice and true/false tests: Myths and misapprehensions. Assessment & Evaluation in Higher Education

Cato, M. L., Lasater, K., & Peeples, A. I. (2009).

, 30(1), 65-72.

Nursing students' self-assessment of their simulation experiences. Nursing Education Perspective,

Davidson, P. E. (2009).

30(2), 105-108.

Preceptor use of classroom assessment techniques to stimulate higher-order thinking in the clinical setting. Journal of Continuing Education in Nursing. 40(3), 139-143.

Dickerson, P. S. (2005). Evaluation: Part I: Evaluating learning activities. The Journal of Continuing Education in Nursing,

Dreifuerst, K. T. (2009).

36(5), 191-193.

The essentials of debriefing in simulation learning: A concept analysis. Nursing Education Perspective, 30(2), 109-114.

46

http://web.ebscohost.com.proxy.consortiumlibrary.org/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46%2byB9NfqefGk63nn5Kx95uXxjL6trUqwpbBIrq%2beSbCws024p7A4v8OkjPDX7Ivf2fKB7eTnfLuns0u2rLZRr6mxPurX7H%2b72%2bw%2b4ti7ee7epIzf3btZzJzfhruvt0y2prVQpNztiuvX8lXk6%2bqE8tv2jAAA&hid=107�

http://www.ncbi.nlm.nih.gov/pubmed/19560401?ordinalpos=47&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DefaultReportPanel.Pubmed_RVDocSum�


http://web.ebscohost.com.proxy.consortiumlibrary.org/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46%2byB9NfqefGk63nn5Kx95uXxjL6trUqwpbBIrq%2beSbCws024p7A4v8OkjPDX7Ivf2fKB7eTnfLujr06xqbBJr6uzT6Ti34bls%2bOGpNrgVd%2fm5j7y1%2bVVv8Skeeyzr0yxq65Lsqekfu3o63nys%2bSN6uLyffbq&hid=107�





http://proquest.umi.com.proxy.consortiumlibrary.org/pqdweb?index=26&did=900364611&SrchMode=1&sid=5&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1248231525&clientId=23364�


Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessments: The limited scientific evidence of the impact of formative assessments in education. Practical Assessment, Research & Evaluation, 14(7). Retrieved July 10, 2009 from http://pareonline.net/pdf/v14n7.pdf

Garavalia, L. S., Marken, P. A., & Sommi, R. W. (2002). Selecting appropriate assessment methods: Asking the right questions. American Journal of Pharmaceutical Education, 66(2) 108-113.

Green, K. H., & Emerson, A. (2007). A new framework for grading. Assessment & Evaluation in

Higher Education

, 32(4), 495-511.

Gronlund, N. E. (2008). Gronlund’s writing instructional objectives for teaching and assessment (8th

ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Jeffries, P. R. (2006). Designing simulations for nursing education. Annual Review of Nursing Education, 4, 161-177.

Joyce, P. (2005). A framework for portfolio development in postgraduate nursing practice.

Journal of Clinical Nursing, 14(4), 456-464. Kember, D., & Leung, D. Y. P. (2008). Establishing the validity and reliability of course

evaluation questionnaires. Assessment & Evaluation in Higher Education, 33(4), 341-353.

Kossman, S. (2005). Authentic assessment for RN students: Writing case studies and teaching

projects. Journal of Nursing Education, 44(2), 96-97. Leung, S. F., Mok, E., & Wong, D. (2008). The impact of assessment methods on the learning

of nursing students. Nurse Education Today, 28(6), 711–719. Lunney, M., & Sammarco, A. (2009). Scoring rubric for grading student’s participation in online

discussion. CIN: Computers, Informatics, Nursing, 27(1), 26-31. MacDonald, J. (2004). Developing competent e-learners: The role of assessment. Assessment

& Evaluation in Higher Education, 29(2), 215-226. MacNeil, M. S. (2007). Concept mapping as a means of course evaluation. Journal of Nursing

Education, 46(5), 232-235.

McGahee, T. W., & Ball, J. (2009). How to read and really use an item analysis. Nurse Educ

McGregor, A. (2007). Academic success, clinical failure: Struggling practices of a failing student. Journal of Nursing Education, 46(11), 504-511.

ator, 34(4), 166-171.

McMillan, J. H. (2000). Essential assessment concepts for teachers and administrators. Thousand Oaks, CA: Corwin Press.

47

http://web.ebscohost.com.proxy.consortiumlibrary.org/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46%2byB9NfqefGk63nn5Kx95uXxjL6trUqwpbBIrq%2beSbCws024p7A4v8OkjPDX7Ivf2fKB7eTnfLujr06xqbBJr6uzT6Ti34bls%2bOGpNrgVd%2fm5j7y1%2bVVv8SkeeyzsE2zprZIsq%2bkfu3o63nys%2bSN6uLyffbq&hid=107�



http://web.ebscohost.com.proxy.consortiumlibrary.org/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46%2byB9NfqefGk63nn5Kx95uXxjL6trUqwpbBIrq%2beSbCws024p7A4v8OkjPDX7Ivf2fKB7eTnfLujr06xqbBJr6uzT6Ti34bls%2bOGpNrgVd%2fm5j7y1%2bVVv8SkeeyzsUuwrbZMtKykfu3o63nys%2bSN6uLyffbq&hid=107�

http://web.ebscohost.com.proxy.consortiumlibrary.org/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46%2byB9NfqefGk63nn5Kx95uXxjL6trUqwpbBIrq%2beSbCws024p7A4v8OkjPDX7Ivf2fKB7eTnfLujr06xqbBJr6uzT6Ti34bls%2bOGpNrgVd%2fm5j7y1%2bVVv8SkeeyzsUuwrbZMtKykfu3o63nys%2bSN6uLyffbq&hid=107�



http://proquest.umi.com.proxy.consortiumlibrary.org/pqdweb?RQT=318&pmid=78689&TS=1248230628&clientId=23364&VInst=PROD&VName=PQD&VType=PQD�

http://web.ebscohost.com.proxy.consortiumlibrary.org/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46%2byB9NfqefGk63nn5Kx95uXxjL6trUqwpbBIrq%2beSbCws024p7A4v8OkjPDX7Ivf2fKB7eTnfLujr06xqbBJr6uzT6Ti34bls%2bOGpNrgVd%2fm5j7y1%2bVVv8Skeeyzr0q2rrZNsaikfu3o63nys%2bSN6uLyffbq&hid=107�



Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved July 30, 2009 from http://PAREonline.net/getvn.asp?v=7&n=25.

Montgomery, K. (2002). Authentic tasks and rubrics: Going beyond traditional assessments in

college teaching. College Teaching, 50(1), 34-39. Moskal, B. M. (2003). Recommendations for developing classroom performance assessments

and scoring rubrics. Practical Assessment, Research & Evaluation, 8(14). Retrieved July 30, 2009 from http://PAREonline.net/getvn.asp?v=8&n=14.

Noble, K. A., Miller, S. M., & Heckman, J. (2008). The cognitive style of nursing students:

Educational implications for teaching and learning. Journal of Nursing Education, 47(6), 245-254.

O’Neil, C. K., Fisher, C., & Newbold, S. (2009). Developing online learning environments in

nursing education (2nd


Plaza, C. M., Draugalis, J. R., Slack, M. K., Skrepnek, G. H., & Sauer, K. A. (2007). Use of reflective portfolios in health sciences education. American Journal of Pharmaceutical Education, 71(2), 1-7.

Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment

Research & Evaluation, 11(10). Retrieved July 10, 2009 fromhttp://pareonline.net/pdf/v11n10.pdf

Rushforth, H. E. (2007). Objective structured clinical examination (OSCE): Review of literature

and implications for nursing education. Nurse Education Today, 27(5), 481-490. Sander, R., & Trible, K. A. (2008). The virtual clinical evaluation tool. Journal of Nursing

Education, 47(1), 33-37. Schaffer, M. A., Nelson, P., & Litt, E. (2005). Using portfolios to evaluate achievement of

population-based public health nursing competencies in baccalaureate nursing students. Nursing Education Perspectives, 26(2),104-113.

Tierney, R., & Simon, M. (2004). What's still wrong with rubrics: Focusing on the consistency of

performance criteria across scale levels. Practical Assessment, Research & Evaluation, 9(2). Retrieved July 10, 2009 from http://PAREonline.net/getvn.asp?v=9&n=2

Truemper, C. (2004). Using scoring rubrics to facilitate assessment and evaluation of graduate-

level nursing students. Journal of Nursing Education, 43(12), 562-565. Wendt, A., & Kenny, L. E. (2009). Alternate item types: Continuing the quest for authentic

testing. Journal of Nursing Education, 48(3), 150-157. Williams, M. (2004). Concept mapping: A strategy for assessment. Nursing Standard, 19(9), 33-

39. Wright, M. T., & van der Mars, H. (2004). Blending assessment into instruction: Practical

applications and meaningful results. Journal of Physical Education, Recreation & Dance. Reston, 75(9), 29-35.

48

http://web.ebscohost.com.proxy.consortiumlibrary.org/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46%2byB9NfqefGk63nn5Kx95uXxjL6trUqwpbBIrq%2beSbCws024p7A4v8OkjPDX7Ivf2fKB7eTnfLuns0u2rLZRr6mxPurX7H%2b72%2bw%2b4ti7ee7epIzf3btZzJzfhrust1C1rLFIpNztiuvX8lXk6%2bqE8tv2jAAA&hid=107�

http://web.ebscohost.com.proxy.consortiumlibrary.org/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46%2byB9NfqefGk63nn5Kx95uXxjL6trUqwpbBIrq%2beSbCws024p7A4v8OkjPDX7Ivf2fKB7eTnfLuns0u2rLZRr6mxPurX7H%2b72%2bw%2b4ti7ee7epIzf3btZzJzfhrust1C1rLFIpNztiuvX8lXk6%2bqE8tv2jAAA&hid=107�



















1c. Department NUR

2. Course Prefix

NS

3. Course Number

A644


N/A

5a. Credits/CEUs

3


6. Complete Course Title Distance Education in Nursing Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: SPR/2010 To: /9999




285 8/28/09 Jill Janke, Chair SON Graduate Program; Mary Snyder, Dean COE

2. Graduate Certificate, Nursing Education 287 8/28/09 Jill Janke, Chair SON Graduate Program; Mary Snyder, Dean COE

3.

Initiator Name (typed): BERNICE CARMON Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Acquires knowledge and understanding of methods and strategies for the distance delivery of nursing education, including theoretical and clinical learning. Examines the “fit” between distance programming and institutional and program missions, program philosophy, and nursing curriculum. Investigates the internal and external fiscal, human, and service supports required for program success. Applies distance education strategies to the development of learning units.

16a. Course Prerequisite(s) (list prefix and number) NS A640, NS A641





16e. Registration Restriction(s) (non-codable) Graduate standing


19. Justification for Action This course was designed to strengthen the program and its congruence with national standards



49



__________________________________________________ ___________ Initiator (faculty only) Date Tina DeLapp Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


50





II. Course Information A. College: HW CHSW B. Course Subject: NS C. Course Number: A644 D. Number of Course Credits: 3 E. Course Program: Master of Science, Nursing Science in Nursing Education;

Graduate Certificate, Nursing Education F. Course Title: Distance Education in Nursing G. Grading Basis: A-F H. Implementation Date: Spring 2010 I. Course Description: Acquires knowledge and understanding of methods and

strategies for the distance delivery of nursing education, including theoretical and clinical learning. Examines the “fit” between distance programming and institutional and program missions, program philosophy, and nursing curriculum. Investigates the internal and external fiscal, human, and service supports required for program success. Applies distance education strategies to the development of learning units.

J. Course Prerequisites: NS A640, NS A641 K. Course Co-requisites: N/A L. Registration Restrictions: Graduate standing M. Course Fees: Yes

III. Instructional Goals: The instructor will:

A. Facilitate students’ exploration of the delivery of distance education,

differentiating fully distance courses from hybrid versions. B. Discuss the necessary underpinnings that must be present to support a

successful distance education program. C. Outline the various costs that need to be considered in designing distance

education programs and distance delivery of an individual course. D. Describe the various strategies that may be used to deliver distance instruction to

students seeking to develop factual knowledge as well as clinical competencies. E. Provide students with information about strategies for building on-line learning

communities.

51



1. Critique methods of education delivery, elucidating the various forms distance programming takes in nursing programs.

Discussion activities; case study analysis; exams.

2. Judge the integration of a distance education component into an existing nursing education program, including: a. Verify the congruence between a plan for

distance delivery and the institutional and program missions;

b. Critique the degree to which a programmatic philosophy allows for the integration of distance education components.

c. Justify the need for a fit between distance education efforts and a program’s philosophy.


3. Select the necessary fiscal, human, and service resources for the effective delivery of distance nursing education.


4. Employ an array of distance delivery instructional techniques to deliver distance nursing education.

Development of an on-line learning unit; evaluation of on-line learning units developed by peers. Evaluation of participation in real-time on-line learning activity.

5. Collaborate as a member of an on-line learning community.

Evaluation of student participation in on-line activities and classes.


acquired though baccalaureate-level preparation in nursing. Provides students with opportunities to develop competence in the distance delivery of nursing education, consistent with current trends in the field.

VII. Topical Course Outline:

1.0 Methods of education delivery 1.1 Traditional instructional delivery 1.2 Distance instructional delivery 1.3 Hybrid courses

2.0 History of distance education/learning 3.0 Beliefs and attitudes toward distance education

3.1 Faculty beliefs 3.2 Student beliefs 3.3 Community beliefs

4.0 Evidence-based distance education 4.1 Sources of existing evidence

52

4.2 Consideration of outcomes in developing evidence 4.3 Strategies for developing additional evidence

5.0 Congruence of distance education within an existing program 5.1 Institutional mission 5.2 Program mission 5.3 Program philosophy

6.0 Strategies for distance delivery 6.1 Getting started

6.1.1 Ensuring accessibility 6.1.2 Orienting students 6.1.3 Setting the tone (“Netiquette”) 6.1.4 Establishing an “on-line presence”

6.2 Delivery of factual didactic content 6.2.1 Print 6.2.2 Electronic 6.2.3 Course platforms 6.2.4 Telephonic

6.3 On-line collaboration 6.3.1 Discussion Board evaluation 6.3.2 For the purposes of understanding course content & explore

issues 6.3.3 For the purpose of accomplishing group goals

6.4 Testing 6.5 Clinical instruction

6.5.1 Basic entry-into-practice programs 6.5.2 Advanced nursing programs

7.0 Structural supports for distance programs 7.1 Building external community support 7.2 Building internal support 7.3 Marshalling resources

7.3.1 Student services for distant students 7.3.2 Library and other learning resources 7.3.3 Textbook selection and use 7.3.4 Faculty recruitment 7.3.5 Faculty development and support 7.3.6 Costs

VIII. Suggested Textbooks:

O’Neill, C. A., Fisher, C. A., & Newbold, S. K. (2009). Developing online learning

environments in nursing education (2nd


Keating, S. B. (2006). Curriculum development and evaluation in nursing. Philadelphia: Lippincott,Williams & Wilkins.

IX. Bibliography: Ali, N. S., Hodson-Carlton, K., & Ryan, M. (2004). Students’ perceptions of online learning:

Implications for teaching. Nurse Educator, 29, 111-115.

53

American Association of Colleges of Nursing (AACN). (2003). Alliance for nursing accreditation statement on distance education policies (position statement). Retrieved June 26, 2009 from http://www.aacn.nche.edu/Education/disstate.htm.

American Association of Colleges of Nursing (AACN). (2000, January). Distance learning

is changing and challenging nursing education (Issue Bulletin). Retrieved June 26, 2009 from http://www.aacn.nche.edu/Publications/issues/jan2000.htm.

American Association of Colleges of Nursing (AACN). (1999). Distance technology in

nursing education (white paper). Retrieved June 26, 2009 from http://www.aacn.nche.edu/Publications/WhitePapers/whitepaper.htm.

Atack, L. (2003). Becoming a web-based learner: Registered nurses’ experience. Journal

of Advanced Nursing, 44, 289-297. Atack, L., & Rankin, J. (2002). A descriptive study of registered nurses’ experiences with

web-based learning. Journal of Advanced Nursing, 40, 4547-465. Barakzai, M. D., & Fraser, D. (2005). The effect of demographic variables on achievement

in and satisfaction with online coursework. Journal of Nursing Education, 44(8), 373-380.

Bastable, S. B. (2008). Nurse as educator (3rd


Bartscha, C., & Moloney, B. (2005). Using PowerPoint to enhance unfolding case studies. Journal of Nursing Education, 44(8), 387.

Billings, D. M. (2005). From teaching to learning in a mobile, wireless world. Journal of

Nursing Education, 44(8), 343. Billings, D. M. (2007). Optimizing distance education in nursing. Journal of Nursing

Education, 46(6), 247-248. Billings, D. M., Connors, H. R., & Skiba, D. J. (2001). Benchmarking best practices in web-

based nursing courses. Advances in Nursing Science, 23, 43-51. Billings, D.M., Skiba, D. J., & Connors, H. R. (2005). Best practices in web-based courses:

Generational differences across undergraduate and graduate nursing students. Journal of Professional Nursing, 21, 126-133.


. ed.). St. Louis, MO: Saunders-Elsevier.

Caldwell, R. B. (2005). Community health in a virtual setting. Journal of Nursing Education, 43(3), 147-148.

Ciesielka, D. (2008). Using a Wiki to meet graduate nursing education competencies in

collaboration and community health. Journal of Nursing Education, 47(10), 473-476.

54

http://www.aacn.nche.edu/Education/disstate.htm�

http://www.aacn.nche.edu/Publications/issues/jan2000.htm�

http://www.aacn.nche.edu/Publications/WhitePapers/whitepaper.htm�

Diekelmann, N. (2005). Being a supportive presence in online courses: Knowing and connecting with students through writing. Journal of Nursing Education, 44(8),344,346.

Driesnnack, M. (2005). A closer look at PowerPoint. Journal of Nursing Education, 44(8),

347. Feeg, V. D., Bashatah, A., & Langley, C. (2005). Development and testing of a CD-ROM

based tutorial for nursing students: Getting ready for HIPPA. Journal of Nursing Education, 44(8), 381-386.

Jeffries, P. R. (2005). Development and testing of a hyperlearning model for design of an

online critical care course. Journal of Nursing Education, 44(8), 366-372. Keating, S. B. (2006). Curriculum development and evaluation in nursing. Philadelphia:

Lippincott, Williams & Wilkins. Lashley, M. (2005). Teaching health assessment in the virtual classroom. Journal of

Nursing Education, 44(8), 348-350. Loving, G. L., & Siow, P. (2005). Use of an online case study template in nursing

education. Journal of Nursing Education, 44(8), 387-388. Manusco-Murphy, J. (2007). Distance education in nursing: An integrated review of online

nursing students’ experiences with technology-delivered instruction. Journal of Nursing Education, 46(6), 252-260.

Palloff, R. M. (2008). Assessing the online learner: Resources and strategies for faculty.

San Francisco, CA: Jossey-Bass. Palloff, R. M. (2007). Building online learning communities: Effective strategies for the

virtual classroom (2nd

ed.). San Francisco, CA: Jossey-Bass.

Ryan, M., Hodson-Carlton, K., & Ali, N. S. (2005). A model for faculty teaching online: Confirmation of a dimensional matrix. Journal of Nursing Education, 44(8), 357-365.

Suen, L. 2005). Teaching epidemiology using WebCT: Application of the seven principles

of good practice. Journal of Nursing Education, 44(3), 143-146. Teeley, K. H. (2007). Designing hybrid web-based courses for accelerated nursing

students. Journal of Nursing Education, 46(9), 417-422. Whitmore, B. A. (2005). Nursing distance education at the dawn of digital broadcasting: A

case study in collaboration. Journal of Nursing Education, 44(8), 351-356.

55



1c. Department NUR

2. Course Prefix

NS

3. Course Number

A647


N/A

5a. Credits/CEUs

3.0


6. Complete Course Title Teaching Practicum in Nursing Abbreviated Title for Transcript (30 character)










285 8/28/09 Jill Janke, Graduate Program Chair

2. Graduate Certificate, Nursing Education 287 8/28/09 Jill Janke, Graduate Program Chair 3.

Initiator Name (typed): Tina DeLapp Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Applies educational theory and skills to the role of nurse educator in a variety of clinical and classroom settings. Participates in a seminar to identify, analyze, and solve teaching and learning problems related to the practicum.

16a. Course Prerequisite(s) (list prefix and number) NS A601, NS A602, NS A640, NS A641, NS A643, NS A644





16e. Registration Restriction(s) (non-codable) Graduate standing.


19. Justification for Action Changes made based on feedback from students who completed the program. There was also a need to correct the lab hours which were originally 7.5 when they should have been 8. Pre-requisites have also changed based on deletion and addition of courses to improve program.



56




Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


57





II. Course Information A. College: HW CHSW B. Course Subject: NS C. Course Number: A647 D. Number of Course Credits: 3 (1 + 8) E. Course Program: Master of Science, Nursing Science in Nursing Education;

Graduate Certificate in Nursing Education F. Course Title: Teaching Practicum in Nursing G. Grading Basis: A-F H. Implementation Date: Spring 2010 I. Course Description: Applies educational theory and skills to the role of nurse

educator in a variety of clinical and classroom settings. Participates in a seminar to identify, analyze, and solve teaching and learning problems related to the practicum.

J. Course Prerequisites: NS A601, NS A602, NS A640, NS A641, NS A643, NS A644 K. Course Co-requisites: N/A L. Registration Restrictions: Graduate standing M. Course Fees: Yes

III. Instructional Goals:

The instructor will: A. Prepare students to apply theories of education and current educational research

to teaching. B. Guide students through the process of a precepted teaching experience in both

the classroom and in a clinical setting in an area relevant to the student’s practice and education interests.

C. Describe faculty roles in nursing education. D. Compare professional standards and legal boundaries affecting nursing

education.

58



1. Integrate appropriate theories and research from education, nursing and related fields to classroom and clinical teaching.

Preceptor evaluation of student’s effectiveness in classroom and clinical teaching; student self-evaluation of effectiveness in journal entries

2. Design content and learner centered activities for diverse individuals and groups in classroom and clinical settings.


3. Implement a variety of teaching strategies appropriate to content, setting, learners’ needs, and desired learner outcomes.


4. Evaluate learning styles and unique learning needs of individuals including, but not limited to: international, adult, non-traditional, multi-cultural, educationally disadvantaged, physically challenged, academically at-risk, and students seeking a second degree.


5. Create learning environments that facilitate students’ critical thinking, self-reflection, personal goal setting, and experience in the nurse role.


6. Develop assessment and evaluation strategies that are appropriate to the desired learning outcomes for classroom and clinical education.


7. Engage in aspects of the educator role relevant to the instructional mission of an education program.

Discussion activities.

8. Prepare a plan for implementing the educator role, including instruction, service, and scholarship.

Five-year plan for professional growth and development.


acquired though baccalaureate-level preparation in nursing. Prepares students to apply advanced knowledge and skills in nursing education with didactic and clinical teaching settings.

VII. Topical Course Outline 1.0 Faculty roles in nursing education

1.1 Teaching 1.2 Service 1.3 Scholarship

1.3.1 Scholarship of teaching 1.3.2 Scholarship of application & integration 1.3.3 Scholarship of discovery

59

2.0 The teaching role of nursing educators 2.1 Teaching styles – the Sage on the Stage vs. the Guide on the Side 2.2 Activities of nursing faculty – faculty member as

2.2.1 Instructor as supervisor 2.2.2 Instructor as evaluator 2.2.3 Instructor as role model 2.2.4 Instructor as nurse

2.2.4.1 Expectations of students, staff, and the facility 2.2.4.2 Expectations of the educational institution 2.2.4.3 Collegiality and partnerships 2.2.4.4 Professional values

3.0 Meeting the needs of diverse students 3.1 What is a traditional student? 3.2 Facilitating learning in ethnically diverse students 3.3. Facilitating learning in adult students (are all adults also adult learners?) 3.4 Facilitating learning by educationally disadvantaged students 3.5 Addressing the needs of physically challenged students 3.6 Assisting students to manage competing demands

4.0 Establishing yourself in a faculty role 4.1 Selecting faculty employment consistent with your professional goals and

work setting considerations 4.2 Orienting self to total program and establishing your place in the program 4.3 Establishing productive relationships within the institution and program 4.4 Locating and utilizing human, information and material resources 4.5 The clinical arena

4.5.1 Orienting yourself 4.5.2 Orienting your students 4.5.3 Orienting the staff 4.5.4 Selecting learning experiences and setting goals

4.5.4.1 Variations by setting (mental health, ambulatory care, community, and home health, high acuity settings, interdisciplinary teaching, precepting, teaching at distance)

4.5.5 Evaluating student performance and providing feedback 4.5.6 Managing conflict

VIII. Suggested Textbooks: Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd

ed.). St. Louis, MO: Saunders-Elsevier.

Novotny, J. M., & Griffin, M. T. (2006). A nuts-and-bolts approach to teaching nursing (3rd ed.). New York: Springer.

60

IX. Bibliography

American Association of Colleges of Nursing. (1999). Nursing education’s agenda for the 21st

century. Washington, DC: AACN.

American Association of Colleges of Nursing. (2008). Essentials of baccalaureate education for professional nursing practice. Washington, DC: AACN.

Ashton, C. A. (2007). New realities for nursing education. Communicating Nursing

Research, 40, 15-19. Benner, P. (2007). In dialogue with outstanding educator, Dr. Christine Tanner.

Communicating Nursing Research, 40, 21-25.

Billings, D. M. (2003). What does it take to be a nurse educator? Journal of Nursing Education, 42(3), 99-100.

Blowers, S., Ramsey, P., Merriman, C., & Grooms, J. (2003). Patterns of peer tutoring in

nursing. Journal of Nursing Education, 42(5), 204.

Brock, A., & Butts, J. B. (1998). On target: A model to teach baccalaureate nursing students to apply critical thinking. Nursing Forum, 33(3), 5-11.

Burchum, J. L. (2002). Cultural competence: An evolutionary perspective. Nursing

Forum, 37(4), 5-16.

Chastain, A. R. (2002). Are nursing faculty members ready to integrate information technology into the curriculum? Nursing Education Perspectives, 23(4), 187-190.

Commission of Collegiate Nursing Education. (2008). Standards for Accreditation of

baccalaureate and graduate degree programs. Washington, DC: CCNE. Council on Collegiate Education for Nursing, Southern Regional Education Board.

(2002). Nurse educator competencies. Retrieved February 19, 2009, from http://www.sreb.org/programs/nursing/publications/ educatorcompetencies.asp.

Curzan, A., & Damour, L. (2000). First day to final grade: A graduate student’s guide to

teaching. Ann Arbor, MI: University of Michigan Press.

Diamond, R. (1997). Designing and assessing courses and curricula: A practical guide. San Francisco: Jossey-Bass.

Diekelmann, N., & Ironside, P. (2002). Developing a science of nursing education:

Innovation with research. Journal of Nursing Education, 41, 379-380.

Drevdahl, D. J., Stackman, R. W., Purdy, J. M., & Louie, B. Y. (2002). Merging reflective inquiry and self-study as a framework for enhancing the scholarship of teaching. Journal of Nursing Education, 41(9), 413-419.

61

http://www.sreb.org/programs/nursing/publications/%20educatorcompetencies.asp�

Ekstrom, D. N., & Sigurdsson, H. O. (2002). An international collaboration in nursing education viewed through the lens of critical social theory. Journal of Nursing Education, 41, 289-294.

Gaberson, K. B., & Oermann, M. H. (1999). Clinical teaching strategies in nursing. New

York: Springer.

Glatthorn, A. A. (1994). Developing a quality curriculum. Alexandria, VA: Association for Curriculum Supervision.

Grant, L. F., & Letzring, T. D. (2003). Status of cultural competence in nursing education.

Journal of Multicultural Nursing and Health, 9(2), 6-13.

Greiner, A. C., & Knebel, E. (2003). (Eds.). Health professions education: A bridge to quality. Washington, DC: National Academy Press.

Institute of Medicine Committee on Quality of Health Care. (2001). Crossing the quality

chasm: A new health system for the 21st

century. Washington, DC: National Academy Press.

Ironside, P. M. (2004). “Covering content” and teaching thinking: Deconstructing the additive curriculum. Journal of Nursing Education, 43(1), 5-13.

Ironside, P. M. (2003). New pedagogues for teaching thinking: The lived experiences of

students and teachers enacting narrative pedagogy. Journal of Nursing Education, 42(11), 509-516.

Jenner, C. A. (1997). The art of nursing: A concept analysis. Nursing Forum, 32(4), 5-12.

Lowensteins, A. J., & Bradshaw, M. J. (2004). Fuszard’s innovative teaching strategies

in nursing (3rd


MacIntosh, J. A., & McGinnis, M. E. (1997). Teaching becomes learning: Our lived experience. Nurse Educator, 22(1), 45-49.

McKeachie, W. J., & Gibbs, G. (1999). Teaching tips: Strategies, research, and theory

for college and university teachers. Houghton-Mifflin Company.

Mignor, D. (2000). Who is going to teach undergraduate clinical? Nursing Forum, 35(3), 21-24.

National League for Nursing Accrediting Commission. (2008). NLNAC accreditation

manual. New York: NLNAC. National League for Nursing, Education Standards Task Group. (2003, October). NLN

hallmarks of excellence in nursing education (draft). Retrieved February 15, 2009 from http://www.nln.org/Research/Survey/ hallmarksurvey.htm.

National League for Nursing. (2008). Certified Nurse EducatorCM (CNE) Candidate

Handbook. Carbondale, IL: Academic Nurse Educator Certification Program.

62

http://www.nln.org/Research/Survey/%20hallmarksurvey.htm�

Retrieved February 19, 2009 from http://www.nln.org/facultycertification/handbook/cne.pdf.

Novotny, J. (2000). Distance education in nursing. New York: Springer.



Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.

Schaefer, K. M., & Zygmont, D. (2003). Analyzing the teaching style of nursing faculty:

Does it promote a student-centered or teacher-centered learning environment? Nursing Education Perspectives, 24(5), 238-245.

Schreiber, R., & Banister, E. (2002). Challenges of teaching in an emancipatory

curriculum. Journal of Nursing Education, 41(1), 41-45.

Sekelman, J. (2002). Nursing students with learning disabilities. Journal of Nursing Education, 41(8), 334-340.

Sitzmna, K. (2001). Factors to consider before giving a presentation. AAOHN Journal,

49(12), 580.

Smedley, B. D., Stith, A. Y., & Nelson, A. R. (2002). Unequal treatment: Confronting racial and ethnic disparities in health care. Washington, DC: National Academy Press.

Sorrell, J. M., Brown, H. N., Silva, M. C., & Kohlenberg, E. M. (1997). Use of writing

portfolios for interdisciplinary assessment of critical thinking outcomes of nursing students. Nursing Forum, 32(4), 12-25.

Stevens, K. R., & Cassidy, V. R. (Eds.). (1999). Evidence-based teaching: Current

research in nursing education. Boston: Jones and Bartlett.

Su, W. M., Masoodi, J., & Kopp, M. (2000). Teaching critical thinking in the clinical laboratory. Nursing Forum, 35(4), 30-36.

Sudbury, M., Lebreck, K., & Fitzsimons, V. M. (1999). Understanding cultural diversity:

Culture, curriculum, and community nursing. Boston: Jones and Bartlett.

Tagliareni, M. E., & Marckx, B. B. (Eds.). (1997). Teaching in the community: Preparing nurses for the 21st

Century (Pub no. 14-7262). New York: National League for Nursing.

Tanner, C. A. (2007). Nursing education: Current themes, puzzles, and paradoxes. Communicating Nursing Research, 40, 3-14.

Tanner, C. A., Gubrud-Howe, P., & Shores, L. (2008). The Oregon Consortium for

Nursing Education: A response to the nursing shortage. Policy, politics, and nursing practice, 9(3), p. 203-209.

63

http://www.nln.org/facultycertification/handbook/cne.pdf�

Thorpe, K., & Kalischuk, R. G. (2003). A collegial mentoring model for nurse educators.

Nursing Forum, 38(1), 5.

Thorpe, K., & Loo, R. (2003). The values profile of nursing undergraduate students: implications for education and professional development. Journal of Nursing Education, 42(2), 83-91.

Tomey, A. M. (2003). Learning with cases. Journal of Continuing Education in Nursing,

34(1), 34-38.

Udod, S. A., & Care, W. D. (2002). Lessons learned in developing and delivering web-based graduate courses: A faculty perspective. Journal of Continuing Education in Nursing, 33(1), 19-23.

Young, P., & Diekelmann, N. (2002). Learning to lecture: Exploring the skills, strategies,

and practices of new teachers in nursing education. Journal of Nursing Education, 41(9), 405-413.

Zimmerman, P. G. (2003). Some practical tips for more effective teaching. Journal of

Emergency Nursing, 29(3), 283-286.

64