Evaluate evidence related to clinical, educational, cultural, and organizational issues, needs, and challenges to recommend a course of action for best practices in primary health care through the implementation and evaluation of a proposal that addresses a clinically focused practice improvement problem.
COURSE NUMBER AND TITLE: NURS 910: Mentorship II: Doctoral Project
COURSE DESCRIPTION: This course is designed to support and facilitate students in a culturally competent evidence-based practice leadership experience through which they demonstrate the scholarship of practice at the doctor of nursing practice (DNP) level. In this second part of the mentorship experience students will continue their work on creating or changing the context for excellence in clinical care delivery through a culturally competent evidence-based practice project. Students will maintain a leadership role as they continue to apply knowledge and skills to solve a clinical problem using a culturally competent evidence-based practice framework. Intra and interprofessional collaboration, consultation, and partnership development in the culturally competent evidence-based practice change will be fostered, with a focus on theoretical versus real world scenarios in crossing the quality chasm. Students will continue to have one-to-one mentoring with a faculty mentor and a clinical partner mentor as they implement the evidence-based practice change and evaluate the project. Course faculty will discuss with students progress in their learning experiences in scheduled seminars during the semester.
COURSE OBJECTIVES: Upon completion of this course, the student will be able to:
Synthesize relevant theories from a variety of disciplines to implement and evaluate a culturally competent, evidence-based proposal to address an identified clinically focused practice improvement problem in primary health care.Guide the provision of culturally competent evidence-based primary health care in the implementation and evaluation of a proposal that addresses a clinically focused practice improvement problem in primary health care.Evaluate evidence related to clinical, educational, cultural, and organizational issues, needs, and challenges to recommend a course of action for best practices in primary health care through the implementation and evaluation of a proposal that addresses a clinically focused practice improvement problem.Design mentorship roles in primary health care clinical practice in the implementation and evaluation of a culturally competent, evidence-based proposal that addresses a specific clinically focused practice improvement problem.Integrate relevant information technology to support the implementation and evaluation of a culturally competent, evidence-based proposal that addresses the identified clinically focused practice improvement problem in primary health care delivery.Propose change in health policy through the implementation and evaluation outcomes of a culturally competent, evidence-based proposal that addresses a clinically focused practice improvement problem in primary health care.Identify and develop collaborations with other disciplines and essential stakeholders in the implementation and evaluation of a culturally competent, evidence-based proposal that addresses the identified clinically focused practice improvement problem in primary health care.
TOPICAL OUTLINE (Seminar)
Ongoing discussion of culturally competent evidence-based practice projectQuestions to guide the seminar discussion will be focused on facilitating students in their project and include, but is not limited to, the following:
How is cultural competence and health disparities addressed in the project?How are implementation frameworks guiding the project?How are models/theories of collaboration/consultation continuing to be used in the field experience?How are students maintaining their professional mentorship relationships related to their evidence-based practice project?How is the student sustaining scholarly nursing practice in their field experience?What is the student’s self-reflection of the field experience?What is the student’s experience in implementing and evaluating their evidence-based practice project?What are the lessons the student is learning and what wisdom is the student developing about the delivery of advanced nursing practice and quality care in primary health care?What are current and emerging roles for clinical DNP’s?
TEACHING STRATEGIES: Seminars/discussion, oral and written presentations, electronic discussion forums, eLearning portfolio, mentored-learning experience, project log, and guest speakers.
METHODS OF EVALAUTION: All assignments will be graded P/F according to the specific assignment criteria and/or rubric. The DNP Clinical Leadership and Teamwork Guidelines govern requirements and evaluation of teamwork.
Seminar
Online Discussions
Library Workshop
On Campus Discussions
Student e-Learning Portfolio
Clinical
Project Team Charter
Project Log
DNP Project Phase 3: Completed DNP Mentorship Project and Presentation
Individual Manuscript Completed and Prepared for Journal Submission
COURSE BOOKS:
REQUIRED TEXTS (Course Books):
Belcher, W. L. (2009). Writing your journal article in 12 weeks: A guide to academic publishing success. Thousand Oaks, CA: Sage.
REQUIRED TEXTS (Cohort 6 Program Books):
American Psychological Association. (2010). Publication manual of the American Psychological Association (6TH ed.). Washington, DC: Author
Fairman, J. (2008). Making room in the clinic: Nurse practitioners and the evolution of modern health care. NJ: Rutgers University Press.
Hamric, A., Spross, J., & Hanson, C. (2009). Advanced practice nursing: An integrative approach (4th ed.). St. Louis, MO: Saunders.
Heavey, E. (2011). Statistics for nursing: A practical approach. MA: Jones & Bartlett.
Langley, G., Moen, R., Nolan, K., Nolan, T., Norman, C., & Provost, L. (2009). The improvement guide: A practical approach to enhancing organizational performance (2nd ed.). Philadelphia, PA: Jossey-Bass.
Leininger, M, & McFarland, M. (2002). Transcultural nursing concepts, theories, research and Practice (2nd ed). NY: McGraw-Hill Companies.
Melnyk, B.M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice. Philadelphia, PA: Lippincott Williams & Wilkins.
Payne, R. (2005). A framework for understanding poverty. Highlands, TX: Aha Process, Inc.
Polit, D. F., & Beck, C. T. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). PA: Lippincott Williams & Wilkins.
Preskill, H. & Catsambas,T. (2006). Reframing evaluation through appreciative inquiry. CA: Sage.
Rycroft-Malone, J. & Bucknall, T. (Eds.) (2010). Models and frameworks for implementing evidence-based Practice: Linking evidence to action. NJ: Wiley-Blackwell.
Schon, D. (1983). The reflective practitioner: How professionals think in action. NY: Basic Books.
SOFTWARE (required):
Students can choose from the following referencing software programs:
Endnote Version X6, or later
Zotero: http://www.zotero.org/
Mendeley: http://www.mendeley.com/
Joanna Briggs Institute: CReMS (v5.03, or updated versions as available). Available from: http://www.jbiconnect.org/tools/services/install.htm
ATTENDANCE AND GRADING
This course is graded as P/F. Doctor of Nursing Practice students are required to attend in-class and online sessions. A minimum grade of B is required in all graduate courses in order to progress in the program. Therefore a grade of P is equal to a grade of “B” or better. A grade of B- or less is considered a failing (“F”) grade.
LSN Department of Graduate Studies Grading Criteria are:
A = 95-100 (4.0)
A- = 90-94 (3.7)
B+ = 87-89 (3.3)
B = 83-86 (3.0)
B- = 80-82 (2.7)
C+ = 75-79 (2.3)
C = 70-74 (2.0)
F = below 70 (0.0)
Punctuality and attendance for on campus Doctor of Nursing Practice class meetings are mandatory. Any absence must be approved by the lead course faculty. A student’s lateness or absence from class does not relieve her/him from responsibility for punctual fulfillment of any course requirement. An assignment that is submitted late may be subject to a lowered or failing grade for that assignment at the discretion of the faculty. Lateness or absence from class may be subject to a lowered final course grade of up to 10% at the discretion of the faculty.
Cell phones are not to be used in class. Cell phones must be on vibratory (non-auditory) mode.
ACADEMIC INTEGRITY
Integrity in academic life requires that students demonstrate intellectual and academic achievement independent of all assistance except that authorized by the instructor. The use of an outside source in any academic paper, report, or electronic submission for academic credit, without the appropriate acknowledgement, is plagiarism. It is also academically dishonest and unethical to submit anything in electronic form as one’s own that is the work, either fully or in part, of someone else. Therefore, it is the student’s responsibility to give credit to any quotation, idea, or data borrowed from an outside source. Students who fail to meet the responsibility for academic integrity subject themselves to sanctions ranging from a reduction in grade or failure in the assignment or course in which the offense occurred to suspension, dismissal, or expulsion from the University.
REASONABLE ACCOMMODATIONS FOR
STUDENTS WITH DISABILITIES
The University’s commitment to equal educational opportunities for students with disabilities includes providing reasonable accommodations for the needs of students with disabilities. To request an accommodation for a qualifying disability, a student must self-identify and register with the Coordinator of Disability Services for his or her campus. No one, including faculty, is authorized to evaluate the need and arrange for an accommodation except the Coordinator of Disability Services. Moreover, no one, including faculty, is authorized to contact the Coordinator of Disability Services on behalf of a student. For further information, please see Information for Students with Disabilities on the University’s web site. You can contact the Coordinator at 212-346-1526 (New York Campus) or 914-773-3710 (Pleasantville Campus).
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