NR 524 Nurse Educators School of Nursing Curriculum Plan

NR 524 Nurse Educators School of Nursing Curriculum Plan

NR 524 Nurse Educators School of Nursing Curriculum Plan

Developing an ADN Mission Statement for a Community College

Nurse educators are mandated with vital roles in developing the nursing practice, preparing future nurses, and developing an elaborate, succinct, and appropriate nursing education curriculum (De Gagne & Phillips, 2017). The development of nursing education programs requires a sound and formidable mission statement, sum up the program’s objectives and target, and outline its achievability.

Appropriate mission statements are essential in giving the program clarity and direction as to its core objectives and the roles of stakeholders therein. Notably, a program’s mission statement should echo and align with the parent organization’s mission statement. This paper will develop an ADN program’s mission statement for Chamberlain University College of Nursing and outline the ADN mission statement consistent with the parent organization.

Parent Organization Mission Statement

Chamberlain University mission statement is “To educate, empower, and embolden diverse healthcare professionals who advance the health of people, families, communities, and nations.” The Chamberlain mission statement outlines the organization’s commitment to the promotion of health provision services of not only individuals but across nations through empowering and appropriate education of health care providers.

Furthermore, the mission statement captures a critical aspect in healthcare: diversity, showing an orientation towards empowering healthcare providers to embrace the aspect.

The Associate Degree in Nursing Program Mission Statement

The healthcare provision discipline is increasingly becoming dynamic and vast due to technological and changing patient needs, i.e., the surge in patients requiring geriatric care (Kadhium, 2021). The Chamberlain University College of Nursing considers this in developing the ADN program to prepare RNs for nursing practice and future advancement to BSNs.

The Chamberlain ASN program’s mission will be “To equip nursing students with adequate, appropriate and culturally sensitive knowledge and skills for advancement in the clinical setting with the use of research and evidence-based practice while providing high quality, compassionate care on a regional, national and global level.”

Elements of the ADN Program’s Mission Statement

The ADN’s mission statement is categorically congruent with the Chamberlain University mission statement as it echoes the core organizational objectives of the institution.

Furthermore, as a program meant for the development of nursing students, its key focus is on providing excellent teaching services meant for the improvement of nursing care. Another element of the ADN mission statement is that it touches on the program’s unique values. Finally, is the target population set to benefit from the program, and how they will benefit.

Congruency of the ADN Program’s Mission Statement with Chamberlains’

The Chamberlain University mission statement outlines its vital commitment to the education, empowerment, and emboldening of diverse healthcare professionals. The organization essentially prepares healthcare professionals to advance health to people, families, communities, and nations (Shustack, 2019).

Congruent with Chamberlain’s mission statement is the ADN mission, which explicitly targets nursing students with adequate knowledge to be advanced in clinical settings to better people’s health. Another aligning factor between the two mission statements is the focus on diversity;

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Chamberlain University’s mission aims to produce diverse healthcare professionals, a concept reflected in the ADN program’s mission emphasis on cultural sensitivity. Teaching and Service The program’s mission statement highlights the ADN commitment to providing adequate and appropriate knowledge and skills to the nursing students, i.e., its emphasis on using evidence-based practice among its targets (Kadhium, 2021).

Furthermore, cultural competence is a crucial component of the nursing teaching program, which will capitalize on intensive research 4 and evidence-based practice, thus fostering the quality of teaching. Regarding service delivery, the program’s ultimate goal, as outlined in the mission statement, is to provide compassionate and high-quality services to all those whom the program’s graduates will handle.

Unique Qualities in the ADN Mission Statement

There exist numerous ADN programs; however, the Chamberlain one will stand out of the rest as one committed to producing culturally competent RNs, as cultural competence is a significant ingredient of its mission statement (McCoy & Anema, 2018).

Furthermore, the mission statement emphasizes using research and evidence-based practices in the knowledge dissemination process, and nursing practice further makes the program unique. Finally, what makes tick out is the focus on the high quality and compassionate care offered by graduates of the program.

Target Population

The program’s mission statement brings out the program’s primary target to be the future nurses, i.e., as with other ADNs, the Chamberlain’s ADN will strive to prepare nursing students aiming to be RNs and advance to BSN in the future (Robert, 2018). The mission statement’s emphasis on cultural awareness further highlights the programs targeting highly diversified students and the patients who will benefit from the program’s graduates.

From the mission statement, the target beneficiaries of the program’s graduates are all people in need of nursing care regardless of their cultural background, on a regional, national and global level.

Peer Collaboration Influence on the Final Mission Statement

The final ADN program mission statement is a refined version of the initial mission statement, which was relatively uninformed, non-congruent with Chamberlain’s mission, and lacked the unique qualities of the intended program. Through collaboration with my peers, I got 5 the insight to drop the specific target of pre and post-partum care and replace it with all in need of care; this scope-widening, according to my peers, gave the ADN program’s graduates a wider variety of specialization in their future pursuit (Kadhium, 2021).

The peer discussion further opened my eyes to the need to incorporate the program’s unique qualities into the mission statement, i.e., cultural competence, focus on research, and evidence-based practice. Finally, through a scholarly work review and considering the insights from the peer discussion, I came up with the current mission statement.

Conclusion

A mission statement is a vital part of a developed nursing program as it gives clear objectives of the program and the direction to be followed. The ADN mission statement strives to be congruent with Chamberlain University’s mission to echo and propagate the organization’s key objectives. Unique features of the program are snapshotted in the mission statement, and the mission captures the program’s commitment to teaching and service delivery.

Finally, peer consultation and review of scholarly works are pertinent in developing and refining a program’s mission statement.

NR 524 Nurse Educators School of Nursing Curriculum Plan References

• De Gagne, J. C., NPD-BC, C. N. E., & Phillips, B. C. (2017). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development.
• Springer Publishing Company. How to Develop & Evaluate Educational Programs. Springer Publishing Company. 6 Kadhium, V. (2021). Do Mission Statements Matter? An Evaluation of Dental School Mission Statements. Journal of Dentistry and Oral Sciences. doi: 10.37191/-2582-3736-3(1)-074
• McCoy, J. L., & Anema, M. G. (2018). Fast Facts for Curriculum Development in Nursing: Robert, N. (2018). Predictors of program completion and NCLEX-RN success in an associate degree nursing program. Nursing Education Perspectives, 39(1), 38-39.
• Shustack, L. M. (2019). A qualitative case study of a high performing practical nursing program in Pennsylvania. Teaching and Learning in Nursing, 14(1), 15-20.

NR 524 Nurse Educators School of Nursing Curriculum Plan

Chamberlain College of Nursing

NR524

Curriculum Development

Curriculum Plan

Course Syllabus

PURPOSE

The purpose of this assignment is to:

• Develop a curriculum plan and course syllabus
• Demonstrate skills in the development and articulation of ideas in a scholarly manner.

DUE DATE

• Submit by 11:59 p.m. MT Sunday of Week 6.

TOTAL POINTS POSSIBLE: 230

NR 524 Nurse Educators School of Nursing Curriculum Plan Course Outcomes:

• CO 1: Design curricular components based upon knowledge and concepts from education and related disciplines to achieve quality health outcomes (care-focused). (PO 2)
• CO 2.Demonstrate critical understanding of curriculum processes that benefit diverse learners (cultural humility). (PO 3)
• CO 4: Develop curriculum that reflects current trends, addresses community and societal needs, and prepares graduates for practice in a complex, dynamic healthcare environment (care-focused). (PO 2)

NR 524 Nurse Educators School of Nursing Curriculum Plan Requirements

Assignment Criteria for the Paper

1. Curriculum Plan reflects original work of the student.

2. Curriculum Plan reflects the requirements of the State Board of Nursing (academic) or a professional organization (hospital).

3. The syllabus includes all the required elements.

4. Use of the template provided is required for the assignment.

5. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the current edition.

Chamberlain College of Nursing NR524 Curriculum Development Directions

Curriculum Plan

Academic Nurse Educators: School of Nursing

• Use the table below to develop the Curriculum Plan for either the associate degree program or the pre-licensure Baccalaureate program. Include all general education courses, science courses, and nursing courses.
• Identify the course by the prefix, number, and name of the course. Include the total credit hours for the course and then the breakdown of hours by theory (T), clinical (C), and laboratory (L). For example: NUR101 Fundamentals of Nursing, 6 credits (3T, 1L, 2C).
• Academic Nurse Educators: Base your courses on the requirements from either the Florida State Board of Nursing: https://floridasnursing.gov/licensing/practical-and-registered-nurse-education-program/ OR the California State Board of Nursing: § 1426.

Required Curriculum.

• 16 CA ADC § 1426 BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS. http://carules.elaws.us/code/t.16_d.14_art3_sec.1426
• Indicate the state you have chosen on the template.

Reminder:

Associate Degree Program = 60 credits

Baccalaureate Degree Program = 120 credits

Curriculum Plan—Associate Degree Program Template (Add additional lines, columns to the template as needed for your program)

Course Requirements from State of ____________________(please include name of the state) Prerequisites (if required; list by course number and name)

Chamberlain College of Nursing NR524 Curriculum Development Total Credit Hours:

• First Year
• Second Year
• First Semester
• Second Semester

Total Credits =

Total Credits =

• First Semester
• Second Semester

Total Credits =

Total Credits =

Total Credits for Year =

Total Credits for Year =

Total Credits for Program =

Peer Collaboration Influence on Curriculum Development Curriculum Plan—Baccalaureate Program Template

Chamberlain College of Nursing NR524 Curriculum Development (Add additional lines, columns to the template as needed for your program)

Course Requirements from State of ____________________(please include name of the state) Prerequisites (if required; list by course number and name):

Total Credit Hours:

• First Year
• Second Year
• First Semester
• Second Semester

Total Credits =

Total Credits =

• First Semester
• Second Semester

Total Credits for Year = 4

Chamberlain College of Nursing

• Third Year
• Fourth Year

NR524 Curriculum Development

Total Credits =

Total Credits =

• First Semester
• Second Semester

Total Credits =

Total Credits =

• First Semester
• Second Semester

Total Credits =

Total Credits =

Total Credits for Year =

Total Credits for Year =

Total Credits for Year.

Total Credits for Program =

Peer Collaboration Influence on Curriculum Development Curriculum Plan Nursing Professional Development Specialists: Hospital Orientation

Use the table below to develop the Curriculum Plan for a hospital orientation. Model the following hospital orientation guidelines found in the Hospital Orientation Requirements document from the Week Five Peer Collaboration to develop your curriculum.

Identify each course with a title, the number of hours in the course, if the course includes a skills laboratory or clinical component, and when the course is offered in the sequence of the orientation.

Curriculum Plan—Hospital Program Template (Add additional lines, columns to the template as needed for your program) Orientation Plan for Hospital Orientation/Critical Care Orientation Orientation Day

• Course Name
• Number of Hours of the Course Skills
• Laboratory or Clinical Component with Hours
• Identified Course
• Conducted By (Department Title)

Peer Collaboration Influence on Curriculum Development Directions

Syllabus Academic Nurse Educators Use the template below to develop a syllabus for one of the nursing courses in your Curriculum Plan. If you choose a course that has a laboratory and/or clinical component, then be sure to include that information in the template. Submit the template for grading.

SYLLABUS TEMPLATE

• Name of School
• Course Number and Name
• Course Credits
• Prerequisites
• Faculty Information
• Name
• E-mail
• Phone
• Office Hours

Course Description

Program Outcomes (use the outcomes developed in the Week 4 assignment)

Course Schedule

Course Assignments

Grading Scale Policies

Attendance and Participation:

Academic Integrity (including Plagiarism):

Use of Mobile Devices: Civility in the Classroom:

Late Assignments:

NR524 Curriculum Development Nursing Professional Development Specialists

Use the template below to develop a syllabus for one of the nursing courses in your Curriculum Plan. If you choose a course that has a laboratory and/or clinical component, then be sure to include that information in the template. Submit the template for grading.

SYLLABUS TEMPLATE

Name of Facility

Course Number

Course Hours

Prerequisites

Faculty Information

Name

E-mail

Phone Office Hours

NR524_W6_ CurriculumPlan_2018.08.26_revised 2019.04.12rr 9 Chamberlain College of Nursing NR524 Curriculum Development Course Description Program Outcomes (use the outcomes developed in the Week 4 assignment) Course Outcomes Hospital Policies and Resources for Orientees Orientation Schedule Orientation Assignments NR524_W6_ CurriculumPlan_2018.08.26_revised 2019.04.12rr 10 Chamberlain College of Nursing NR524 Curriculum Development Grading Scale (Can be identified as Pass/Fail with explanation) Policies Attendance and Participation: Orientation Integrity (including Plagiarism): Use of Mobile Devices.

Civility in the Classroom: Missed Days of Orientation: GRADING CRITERIA Category Curriculum Plan Points % 50 22 Description The content in the curriculum plan is congruent with the State Board of Nursing requirements (academic) or the professional organization (hospital). NR524_W6_ CurriculumPlan_2018.08.26_revised 2019.04.12rr 11 Chamberlain College of Nursing NR524 Curriculum Development Curriculum Plan 15 7 The course number, title, and credit hours are defined for each course within the nursing academic programs. The course title and number of course hours are identified for each course in the hospital setting Curriculum Plan 15 7 Courses are identified with laboratory and/or clinical hours as appropriate. Syllabus: Description 20 8 Descriptions accurately describe the course with laboratory and clinical components as appropriate. Syllabus: Outcomes 20 8 Outcomes support the program outcomes. Syllabus: Schedule 20 8 Schedule clearly identifies the time frame for the content and the flow of the content during the course. Syllabus: Assignments 20 8 Assignments are clearly identified with point values and due dates within the nursing academic programs. Assignments are clearly identified with a pass/fail grade and due dates for the hospital setting. Assignments are appropriate for the course content. Syllabus: Grading 15 7 Grading clearly identifies the letter grade and percentage/point value needed to obtain the letter grade in the academic setting OR pass/fail and the consequence of failure in the hospital setting Syllabus: Policies 20 8 Policies are clearly defined in the syllabus. Peer Collaboration Influence on Curriculum Plan 20 8 Influence of peer collaboration on Curriculum Plan is clearly identified. Graduate-Level Writing Style 15 7 The required content includes the following. • Correct spelling, grammar, and punctuation • Exceptional writing style with clarity, flow, and organization of information throughout the paper • Congruence with APA mechanics of style Total 230 100% A quality paper will meet or exceed all of the above requirements. NR524_W6_ CurriculumPlan_2018.08.26_revised 2019.04.12rr 12 Chamberlain College of Nursing Assignment Criteria Exceptional; Outstanding level of performance NR524 Curriculum Development Meets expectations Needs improvement 80% 50% Unsatisfactory level of performance 0% 100% Content Possible Points = 230 Points 50 Points NR524_W6_ NR 524 Nurse Educators School of Nursing Curriculum Plan

CurriculumPlan_2018.08.26_revised 2019.04.12rr 40 Points 25 Points 0 Points 13 Chamberlain College of Nursing NR524 Curriculum Development Curriculum Plan: Content The content in the Curriculum Plan is congruent with the State Board of Nursing requirements (academic) or the professional organization (hospital). The content in the Curriculum Plan is partially congruent with the State Board of Nursing requirements (academic) or the professional organization (hospital). The content in the Curriculum Plan is minimally congruent with the State Board of Nursing requirements (academic) or the professional organization (hospital). The content in the Curriculum Plan is not congruent with the State Board of Nursing requirements (academic) or the professional organization (hospital). Curriculum Plan: Courses 15 Points 12 Points 8 Points 0 Points The course number, title, and credit hours/number of hours are defined for each course. Curriculum Plan: Course Hour Breakdown Syllabus: Description The course number, title, and credit hours/number of hours are partially defined for each course. 15 Points Courses are identified with laboratory and/or clinical hours as appropriate. 12 Points Some courses are identified with laboratory and/or clinical hours as appropriate. 20 Points 16 Points Descriptions accurately describe the course with laboratory and clinical components as appropriate. Descriptions partially describe the course with laboratory and clinical components as appropriate. NR524_W6_ CurriculumPlan_2018.08.26_revised 2019.04.12rr The course number, title, and credit hours/number of hours are minimally defined for each course. 8 Points Minimal courses are identified with laboratory and/or clinical hours as appropriate. 10 Points Descriptions minimally describe the course OR the laboratory and clinical components are not included as appropriate. The course number, title, and credit hours/number of hours are missing from the courses. 0 Points Courses are not identified with laboratory and/or clinical hours as appropriate. 0 Points Descriptions are not included OR the laboratory and clinical components are not included as appropriate. 14 Chamberlain College of Nursing Syllabus: Outcomes 20 Points Outcomes support the program outcomes. Syllabus: Schedule Syllabus: Grading 16 Points Outcomes support the program outcomes with rare exceptions. 20 Points Schedule clearly identifies the time frame for the content and the flow of the content during the course/orientation Syllabus: Assignments NR524 Curriculum Development 16 Points Schedule identifies the time frame for the content and the flow of the content during the course/orientation with rare exceptions. 10 Points Outcomes only minimally support the program outcomes OR the outcomes are not written using Bloom’s taxonomy. 0 Points Outcomes do not support the program outcomes 10 Points 0 Points Schedule only partially identifies the time frame for the content and the flow of the content during the course/orientation. Schedule does not identify the time frame for the content and the flow of the content during the course/orientation. 20 Points 16 Points 10 Points 0 Points Assignments are clearly identified with point values or pass/fail and due dates. Assignments are appropriate for the content. Assignments are clearly identified with point values or pass/fail and due dates with minimal exceptions. Assignments are appropriate for the content. Assignments are only partially identified with point values or pass/fail and due dates OR assignments are not appropriate for the content.

Assignments are not identified with point values or pass/fail and due dates AND assignments are not appropriate for the course content. 15 Points 12 Points 8 Points 0 Points Grading clearly identifies the letter Grading partially identifies the letter grade NR524_W6_ CurriculumPlan_2018.08.26_revised 2019.04.12rr Grading minimally identifies the letter Grading does not identify the letter 15 Chamberlain College of Nursing grade and percentage/point value needed to obtain the letter grade for the academic nursing program. For Hospital Setting: Grading clearly identifies pass/fail and the expectations if the student is not successful. Syllabus: Policies and percentage/point value needed to obtain the letter grade for the academic nursing program. For Hospital Setting: Grading partially identifies pass/fail and the expectations if the student is not successful. grade and percentage/point value needed to obtain the letter grade OR the point values are inaccurate for the academic nursing program. For Hospital Setting: Grading minimally identifies pass/fail OR the expectations if the student is not successful are not included. grade and percentage/point value needed to obtain the letter grade AND the point values are inaccurate for the academic nursing program. For Hospital Setting: Grading is not included. 16 Points 10 Points 0 Points 20 Points Policies are clearly defined in the syllabus. All five of the required policies are included. Peer Collaboration Influence on Curriculum Plan NR524 Curriculum Development Policies are partially defined in the syllabus OR only four of the required policies are included in the syllabus. 15 Points Influence of peer collaboration on Curriculum Plan is clearly identified. 12 Points Influence of peer collaboration on Curriculum Plan is identified but with occasional inaccuracies or lack of clarity. NR524_W6_ CurriculumPlan_2018.08.26_revised 2019.04.12rr Policies are minimally defined in the syllabus OR only three of the required policies are included. 8 Points Influence of peer collaboration on Curriculum Plan does not identify specific details. Two or fewer policies are defined in the syllabus. 0 Points Influence of peer collaboration is not included. 16 Chamberlain College of Nursing NR524 Curriculum Development _____of 75 points Format Possible Points = 20 Points Scholarly Writing at the Graduate Level 20 Points 16 Points 10 Points 0 Points 0–1 error or exceptions to the rules of APA citation style, grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA Manual. 2–3 errors or exceptions to the rules of APA citation style, grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA Manual. 4–5 errors or exceptions to the rules of APA citation style, grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA Manual. 6 or more errors or exceptions to the rules of APA citation style, grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA Manual. Format Subtotal Total Points = 230 NR524_W6_ CurriculumPlan_2018.08.26_revised 2019.04.12rr __ Points 17 This week in the peer collaboration area, you will develop program outcomes for your school or the staff development department. For the academic programs, you will base the program outcomes on either the AACN Essentials of Baccalaureate Education OR the NLN Competencies for graduates of Associate Degree Programs.

N Competencies for graduates of Associate Degree Programs (2010) 1. Human Flourishing: Advocate for patients and families in ways that promote their self determination, integrity, and ongoing growth as human beings 2. Nursing Judgment: Makes judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context 3. Professional Identity: Implement one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context 4. Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety Essential III: Scholarship for Evidence-Based Practice AACN Essentials of Baccalaureate Education Essential IV: Information Management and Application of Patient Care Technology http://www.aacnnursing.org/EducationResources/AACN-Essentials (Links to an external site.)) Essential V: Health Care Policy, Finance, and Regulatory Environments Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Essential VII: Clinical Prevention and Population Health Essential VIII: Professionalism and Professional Values Essential IX: Baccalaureate Generalist Nursing Practice For the hospital-based program, you will develop program outcomes based on the 2020 Joint Commission Hospital National Patient Safety Goals (Links to an external site.) 1. Identify patients correctly. 2. Improve staff communication. 3. Use medicines safely. 4. Use alarms safely. 5. Prevent infection. 6. Identify patient safety risks. 7. Prevent mistakes in surgery. Nursing schools and healthcare staffs mainly focus on professional growth through acquiring new skills and enhancing effectiveness in care provision. Nurse educators play a crucial role in training nurses and creating succinct and elaborate nursing education programs and courses. According to De Gagne & Phillips (2017), the development of nursing education programs requires comprehensive program outcomes that outline the program’s objectives, target, and achievability. Different programs have different program outcomes based on the learning environment. Academic programs have slightly different program outcomes from hospital-based programs, but they seek to achieve evidence-based and patient-centered nursing practice. A program’s vision and mission statement inform the program outcomes. The mission is “To equip nursing students with adequate, appropriate and culturally sensitive knowledge and skills for advancement in the clinical setting with the use of research and evidence-based practice while providing high quality, compassionate care on a regional, national and global level.” Therefore, the program outcomes will be based on the “Essentials of Baccalaureate Education by the American Association of Colleges of Nursing (AACN)” (AACN Essentials, 2021). The essentials require that at the end of the program, the learners will: 1.

Champion for quality health outcomes founded on evidence-based and collaborative care practice. The student should identify, integrate, and evaluate the available evidence and research findings and integrate them with clinical expertise. 2. Integrate professionalism and related values in the practice and care provision. Students will engage in ethical reasoning and promote leadership, social justice, advocacy, and collaboration in care provision. 3. Provide safe, patient-centered, and high-quality care based on holistic care principles. Learners will be able to appreciate and understand the importance of teamwork and collaboration with patients and their families/friends. 4. Appreciate cultural diversity and use reflective practice to engage in lifelong personal and professional growth. References AACN Essentials. (2021). The New AACN Essentials. Aacnnursing.org. Retrieved 21 September 2021, from https://www.aacnnursing.org/AACN-Essentials. De Gagne, J., & Phillips, B. (2017). Teaching in Nursing and Role of the Educator (2nd ed.). Springer Publishing Company. 1 Curriculum Plan for the Ever Hearts Associate Degree in Nursing Program Curriculum Plan—Associate Degree Program Template Course Requirements from the State of Florida: https://floridasnursing.gov/licensing/practical-and-registered-nurse-educationprogram/ (Links to an external site.) 2 Courses to be Completed Before Joining the Ever Hearts ADN Program Include: 1. 2. 3. 4. 5. 6. Bio 241: Human anatomy and physiology (2-semester credits) Chem 121: Fundamentals of chemistry (2-semester credits) Bio 216: Microbiology (2-semester credits) Math 130: Basics of statistics (2 credits) ENG 101: Research paper (2 credits) PSYC 200: Lifespan psychology (2 credits) Total Credit Hours: 12 First Year Second Year First Semester Second Semester NUR101 Basics of Nursing, five credits (3T, 2C, IL) NUR102 Pharmacology 7 credits ( 2T, 3C,2L) BIO142: Human anatomy and physiology (ii), seven credits (2T, 2C, 3L) NUR103 Prenatal and postnatal, seven credits, (2T, 3C,2L) Total Credits = 12 Total Credits = 12 First Semester Second Semester NUR201 Mental health, 6 credits (2T, 3C,1L) NUR203 Medicalsurgical, 7 credits (2T, 3C,2L) Total Credits for Year =24 3 Additional Graduation Requirements NUR202 Geriatrics, 5 credits (2T,2C,1L) NUR 204 Evidencebased practice and ethical issues, 6 credits (3T,2C,1L) Total Credits = 11 Total Credits = 13 Activities = 2 credits Guidance= 2 credits Total Credits for the Program Peer Collaboration Influence on Curriculum Development Total Credits for Year =24 = 60 credits Reviewing other developed curricula for other faculties at the Ever Hearts University and other educational institutions informed the current curriculum development. Furthermore, discussion with peers resulted in selecting the courses to be included in the ADN program. SYLLABUS TEMPLATE Name of School: Ever Hearts University Course Number and Name: NUR 204 Evidence-based practice and ethical issues Course Credits: 6 credits (3T, 2C, 1L) Prerequisites: Bio 241: Human anatomy and physiology or its equivalent Faculty Information 4 Name: xxxxx E-mail: [email protected] Phone: 786-555-3454 Office Hours: T, TH 1pm-4pm Course Description NUR 204 Evidence-based practice and ethical issues course will introduce the nursing students to crucial terms regarding evidence-based practice, research, and ethical issues in nursing practice. The course will consist of dialectical learning, clinical practices, and laboratory exercises to allow the nursing students to apply the theoretical knowledge and skill in a simulated environment. Program Outcomes (use the outcomes developed in the Week 4 assignment) Integrate evidence-based practices and research into their clinical practice to better the Quality of care offered to patients. This outcome concerns the NLN competency standards (human flourishing and spirit of inquiry) as to the Ever Hearts Advanced Degree in the nursing program.

Course Outcomes The NUR 204 Evidence-based practice and ethical issues course core outcomes include: ▪ To introduce the nursing students to the concept of evidence-based practice, its importance in nursing, and how it can be applied in the clinical decision-making process. ▪ By the end of the course, students should appreciate the role of ethics in the nursing discipline and be in a position to synthesize it into their practice. ▪ Apply evidence-based practices, appropriate clinical practices, knowledge, and skills to promote ethical practice in a clinical setting. Textbooks and Resources Textbooks Cleary-Holdforth, J. (2017). Evidence-Based Practice: An Ethical Perspective. Worldviews on Evidence-Based Nursing, 14(6), 429-431. DOI: 10.1111/wvn.12263 Levin, R. F., Levin, R., & Feldman, H. R. (2012). Teaching evidence-based practice in nursing. Springer Publishing Company. Additional materials I. E-mail accounts II. Notebooks III. Projector IV. DVDs on ethics and evidence-based practice Course Schedule Week Date 1 2 Topic Introduction to ethics and definition of critical ethical terms in nursing. Role of ethics in the nursing practice. Introduction to evidence-based practice (EBP) and research. Significant components of evidence-based practice. 5 3 4 5 6 7 8 9 10 11 12 13 14 15 Presentation– ethics. Presentation – evidence-based practice. Analysis of ethical issues in nursing practice. Exploration of some evidence-based practices in nursing. Individual assignments- ethics. Individual assignments- evidence-based practice. Evidence-based practice clinical settings. Solving ethical dilemmas in nursing practice. Using Evidence-based practices to make accurate diagnoses. Analysis of critical ethical issues in nursing. Report writing – ethics. Report writing – evidence-based practice. Assessment of clinical protocols for EBP. A multidisciplinary approach to the concept of ethics. Group discussion – EBP. Group discussion- ethics. Application of core EBP concepts to clinical practice. Integration of ethical issues to nursing practice. Individual assessments- ethics. Individual assessments- EBP. Application of EBP in a simulated environment. Application of ethics (case study). Emerging issues in EBP and research. A nursing industry analysis on ethical issues.

Transitioning EBP knowledge and skills to nursing practice. Transitioning ethics knowledge and skills to nursing practice. Course Assignments The course students will have to complete two individual assignments and group assignments upon accomplishing milestones in the course. The first individual assignment will cover 30% of the critical concepts of the course, and it will account for 10% of the overall points. The second assignment will be a group-based assignment whereby the students will be required to develop a written report about an ethical concept in nursing or evidence-based practice. The assignment will account for another 10% of the overall points. The third assignment will involve students applying concepts of ethical issues or evidence-based practice in a simulated environment. This assignment will account for a further 20% of the overall points. Grading Scale Exercise First individual assessment Group-based assessment Second individual assessment Final exams Awards 10% 20% 20% 50% 100 % 6 Marks 100- 92 % 91- 84 % 83- 72 % 72-65 % 64-52% 51 % or lower Grade Point A B C D E F Points 6 5 4 3 2 1 Policies Attendance and Participation: Students’ attendance and participation in the course is mandatory unless they have a valid and communicated explanation. Students must attend at least 85% of the total course classes; five points will be deducted from the final grades for failure to attend. Three subsequent unexcused absences will also attract the deduction of three points from the students’ overall points. Academic Integrity (Including Plagiarism): Students are required to observe the highest level of academic Integrity in their classwork, assignments, and assessments. Any detected plagiarism, falsification of information, and dishonesty will be punishable as per the Ever Hearts University code of Integrity. Use of Mobile Devices: Students are required to avoid using mobile devices during the course time; this includes personal calls, text messaging, and social media. However, the constructive use of mobile devices such as sharing research materials related to the course is acceptable. Civility in the Classroom: Students are required to conduct themselves in a manner that reflects a high level of professionalism, dignity, and respect in classes, laboratories, and clinical setups. This civility is regarding the communication, dressing codes, and their interaction with the core components of the Ever Hearts ADN program. Uncivilized actions will result in the deduction of points from the final grades and further disciplinary actions. Late Assignments: Students must hand in their assignments within the specified time unless an extension of the scheduled time was communicated. Failure to submit assignments will result in deduction of five points from the students’ final grades. However, there will be a consideration for students who formally report succinct reasons for delays 6 hours before the deadline. Curriculum Plan Academic Nurse Educators: School of Nursing Use the table below to develop the Curriculum Plan for the associate degree program. Include all general education courses, science courses, and nursing courses. Identify the course by the prefix, number, and name of the course. Include the total credit hours for the course and then the breakdown of hours by theory (T), clinical (C), and laboratory (L). For example NUR101 Fundamentals of Nursing, 6 credits (3T, 1L, 2C). Academic Nurse Educators.

Base your courses on the requirements from either the Florida State Board of Nursing: https://floridasnursing.gov/licensing/practical-and-registered-nurse-education-program/ OR the California State Board of Nursing: § 1426. Required Curriculum. 16 CA ADC § 1426 BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS. http://carules.elaws.us/code/t.16_d.14_art3_sec.1426 Indicate the state you have chosen on the template. Reminder: Associate Degree Program = 60 credits Curriculum Plan—Associate Degree Program Template (Add additional lines, columns to the template as needed for your program) Course Requirements from State of ____________________(please include name of the state) Prerequisites (if required; list by course number and name): Total Credit Hours: First Year Second Year First Semester Second Semester Total Credits = Total Credits = First Semester Second Semester Total Credits for Year = Total Credits = Total Credits = Total Credits for Year = Total Credits for Program = Peer Collaboration Influence on Curriculum Development Syllabus Academic Nurse Educators Use the template below to develop a syllabus for one of the nursing courses in your Curriculum Plan. If you choose a course that has a laboratory and/or clinical component, then be sure to include that information in the template. Submit the template for grading. SYLLABUS TEMPLATE Name of School Course Number and Name Course Credits Total credits 7 credits (4T, 1L, 2C) Prerequisites Faculty Information Name E-mail Phone Office Hours Course Description 3 to 5 sentences in length. Program Outcomes (use the outcomes developed in the Week 4 assignment) Be sure you have reviewed my feedback from your Week 4 assignment and revised your Program Outcomes if needed. At the completion of this program the learner will: 1. … Course Outcomes At the completion of this course the learner will: 1. Start with an “action verb” (put which program outcome(s) the course outcome supports) 1. Start with an “action verb” (put which program outcome(s) the course outcome supports) (PO1, PO3, PO4) 2. 3. Start with an “action verb” (put which program outcome(s) the course outcome supports) 4. … 5. … Make sure your outcomes align with your course description and your assignments (assessments) measure your outcomes. Textbooks and Resources Current textbook Course Schedule Outline of content by week. Week 1 Content (be specific) Included assigned resources (readings, video, etc…) Content Week 2 quiz (25 points) Content Complete assigned adaptive quizzing (ticket to class) Week 2 Week 3 Week 4 Course Assignments Weekly quizzing Exams Nursing Care Plan Paper XXX XXX XXX Weeks 2-7 Weeks 3, 6, 9, 12 Week 8 25 points each (150 points) 150 points each (600 points) 100 100 150 Weekly Lab checkoffs Weeks 2–12 Pass/fail Weekly clinical paperwork Total course points Pass/fail 1000 Grading Scale Grade A B C F Points 950-1000 % 95-100% Additional statements to consider…All students must pass required lab and clinical assignment to pass the course. Policies Attendance and Participation: This needs to be more than “Attendance is required.” You need to be specific and descriptive. You also need to identify what are the consequences if the policy is not followed. Not = All attendance is required Academic Integrity (including Plagiarism): You need to be specific and descriptive. You also need to identify what are the consequences if the policy is not followed. Use of Mobile Devices: You need to be specific and descriptive. You also need to identify what are the consequences if the policy is not followed. Civility in the Classroom: You need to be specific and descriptive. You also need to identify what are the consequences if the policy is not followed. Late Assignments: You need to be specific and descriptive. You also need to identify what are the consequences if the policy is not followed.