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NR-341: Complex Adult Health Course Assignments & Discussions Study Guide

NR-341: Complex Adult Health Course Description

Contact Hours: Lecture – 48, Lab – 0, Clinical – 48

Semester Hours: Theory 3, Clinical 1

Adult patients with unstable emergent critical illnesses are the focus of this course. Students integrate nursing, technological and scientific knowledge with clinical judgment to potentiate optimal health with a diverse patient population. Students utilize comprehensive assessment techniques, advanced nursing skills and multiple nursing modalities to maximize optimal health. A variety of population and settings are used in the experiential learning component of this course.

Prerequisites: NR-283, NR-293, NR-325, PSYC-290N

Prerequisite(s) Military to BSN degree option: NR-295, NR-325, PSYC-290N

Prerequisite(s) LVN 30 Unit Option: NR-326, NR-329

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NR-341: Complex Adult Health Course Syllabus

NR-341 Week 1

Assignment, Clinical Medication

Assignment, Unfolding Case Study: Group Presentation

NR-341 Week 2

Case Study One: Heart Failure

Case Study Exercise: Ventilatory Assistance & ARF 1

NR-341 Week 3

Case Study Exercise; Dysrhythmia Interpretation 1

Exam One Study Guide (Chapters 1, 2, 3, 4, 5, 9, 10, 14)

NR-341 Week 5

Exam Two Study Guide (Chapters 7, 12, 8, 11, 15)

RUA Assignment: Interdisciplinary Care Assignment

NR-341 Week 7

Exam Three Study Guide  (Chapters 19, 20, 6, 17, 13, 21, 18)

NR-341 Week 8

HESI Final Exam Study Guide

Patient Centered Clinical Care Packet: Plan 1

Patient Centered Clinical Care Packet: Plan 2

You can also read another study guide on nursing assignments for students from another post on NR-328: Pediatric Nursing Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR341
Course Title:	Complex Adult Health
Credit Hours:	4
Theory Hours:	3
Laboratory Hours:	0
Clinical Hours:	1
Place in Curriculum	Year 3 Semester 1
Prerequisite:	NR282 or NR283, NR292 or NR293, NR325, PSYC290 Military to BSN Option: NR295, NR325, PSYC290 LVN 30 Unit Option: NR326, NR329
Corequisite:	None

Course Description

Adult patients with unstable emergent critical illnesses are the focus of this course. Students integrate nursing, technological and scientific knowledge with clinical judgment to potentiate optimal health with a diverse patient population. Students utilize comprehensive assessment techniques, advanced nursing skills and multiple nursing modalities to maximize optimal health. A variety of population and settings are used in the experiential learning component of this course.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Sole, M.L., Klein, D.G., & Moseley, M.J. (2013). Introduction to critical care nursing (6th ed). St. Louis, MO: Elsevier.

 

Vallerand, A. H. & Sanoski, C. A. (with Deglin, J. H.). (2014). Davis’s drug guide for nurses. (14th ed.). Philadelphia, PA: F.A. Davis.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

Access E-Book

Sole, M.L., Klein, D.G., & Moseley, M.J. (2017). Introduction to critical care nursing (7th ed). St. Louis, MO: Elsevier.

Information regarding supplementary material, software, etc.

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop

Download your eBooks and use them whether you’re connected to the Internet or not.

Mobile

Download the app and get your eBooks on your iPhone, iPad, or Android device.

Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. Unit outcomes provide further detail to support learner achievement of specific COs and are listed within each unit under the introduction. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Provide nursing care to patients and their families in critical and emergent care settings based on theories and principles of nursing and related disciplines. (PO 1)
2. Initiate the use of appropriate resources in direct care responsibilities within critical-care and emergent care settings. (PO 2)
3. Demonstrate effective therapeutic communication and relationship skills in providing care to patients and families in critical-care and emergent care settings. (PO 3)
4. Demonstrate effective clinical decision making based on critical thinking skills and legal, ethical, and professional standards and principles when caring for patients and families in critical-care and emergent care settings. (POs 4 and 6)
5. Implement a plan of care for continued personal, professional, and educational development related to nursing practice within critical-care and emergent care settings. (PO 5)
6. Practice competently in professional nursing roles in critical-care and emergent care settings under supervision of faculty and/or designated staff nurse. (PO 7)
7. Use evidence including research findings from nursing and related disciplines to answer clinical questions related to nursing care of patients in critical-care and emergent care settings. (PO 8)

Key Concepts

1. Pain Management and Comfort Care
2. Ethical and Legal Issues in Critical-Care Nursing
3. Respiratory Alterations
4. Dysrhythmias
5. Hemodynamic Alterations
   • Hemodynamic Monitoring
   • Shock
6. Acute Trauma
7. Acute Neurologic Alterations
8. Urgent and Unstable Conditions
   • Burns
   • Acute Renal Failure
9. Acute Gastrointestinal Alterations
10. Acute Endocrine Dysfunction

Learning Plan

Download and review the NR341 Complex Adult Health Learning Plan. This learning plan provides a list of unit outcomes and detailed key topics covered in the course.

Required Uniform Assignments (RUAs)

Required Uniform Assignments (RUAs) are essential elements of assessment that are consistent across the curriculum at Chamberlain College of Nursing. These assessments help measure and track students’ progress in meeting the BSN Program Outcomes. Each RUA is course-specific and required in both online and campus courses. Download the Interdisciplinary Care guidelines and grading rubric to begin planning for the successful completion of this assignment.

If you have any questions about the assignment please speak to your instructor.

Course Schedule

	Readings	Assignments
Unit 1 COs 1, 4, 5, and 7 Welcome to Critical Care!	Sole, M.L., Klein, D.G., & Moseley, M.J. (2017). Introduction to critical care nursing (7th ed.). St. Louis, MO: Elsevier. Chapter 1: Overview of Critical Care Nursing Chapter 2: Patient and Family Response to the Critical Care Experience Chapter 3: Ethical and Legal Issues in Critical Care Nursing Chapter 4: Palliative and End-of-Life Care  Chapter 5: Comfort and Sedation	Refer to Faculty Course Schedule for assignments.
Unit 2 COs 1, 4, 5, and 7 Take a Deep Breath, It’s Respiratory	Sole, M.L., Klein, D.G., & Moseley, M.J. (2017). Introduction to critical care nursing (7th ed.). St. Louis, MO: Elsevier. Chapter 9: Ventilatory Assistance Chapter 10: Rapid Response Teams and Code Management Chapter 15: Acute Respiratory Failure	Complete textbook exercises at the end of assigned chapters. HESI RN case study
Exam 1 (Units 1 and 2)
Unit 3 COs 1, 4, 5, and 7 Rhythm Matters	Sole, M.L., Klein, D.G., & Moseley, M.J.         (2017). Introduction to critical care          nursing (7th ed.). St.       Louis, MO: Elsevier Chapter 7: Dysrhythmia Interpretation and Management Chapter 13: Cardiovascular Alterations	Standardized Clinical Experience (SCE) Complete textbook exercises at the end of assigned chapters. HESI RN case study
Unit 4 COs 1, 2, 4, 5, and 7 It’s All About the Pressure	Sole, M.L., Klein, D.G., & Moseley, M.J. (2017). Introduction to critical care nursing (7th ed.). St. Louis, MO: Elsevier. Chapter 8: Hemodynamic Monitoring Chapter 12: Shock, Sepsis, and Multiple Organ Dysfunction Syndrome Chapter 16: Acute Kidney Injury	Standardized Clinical Experience (SCE) Complete textbook exercises at the end of assigned chapters.
Exam 2 (Units 3 and 4)
Unit 5 COs 1, 4, 5, and 7 Preparing for the Unexpected	Sole, M.L., Klein, D.G., & Moseley, M.J. (2017). Introduction to critical care nursing (7th ed.). St. Louis, MO: Elsevier. Chapter 11: Organ Donation Chapter 20: Trauma and Surgical Management Chapter 21: Burns	Standardized Clinical Experience (SCE) Complete textbook exercises at the end of assigned chapters.
Unit 6 COs 1, 2, 3, 4, 5, and 7 It’s a Tight Space	Sole, M.L., Klein, D.G., & Moseley, M.J. (2017). Introduction to critical care nursing (7th ed.). St. Louis, MO: Elsevier. Chapter 14: Nervous System Alterations	Standardized Clinical Experience (SCE) Complete textbook exercises at the end of assigned chapters. HESI RN case studies Interdisciplinary Care (RUA)
Exam 3 (Units 5 & 6)
Unit 7 COs 1, 2, 4, 5, and 7 Checks and Balances	Sole, M.L., Klein, D.G., & Moseley, M.J. (2017). Introduction to critical care nursing (7th ed.). St. Louis, MO: Elsevier. Chapter 6: Nutritional Therapy Chapter 18: Gastrointestinal Alterations Chapter 19: Endocrine Alterations	Standardized Clinical Experience (SCE) Complete textbook exercises at the end of assigned chapters. HESI RN case studies
Unit 8 All COs All Topics	Review previously assigned readings, as needed.	Standardized Clinical Experience (SCE) Final Exam

Attendance Policy

Regular attendance and consistent participation within the classroom, lab, and clinical experiences facilitate the achievement of course outcomes set forth in the course syllabi. Students must arrive on time and stay for the duration of the class meeting, lab, and/or clinical experience. Late arrival may result in denied access to the class.  Absences and/or tardiness from lecture, pre-clinical, clinical (including pre- and post-conferences), and/or lab experiences (including pre- and debriefing) may prohibit students from completing all components of the nursing course, resulting in course failure.

Attendance is tracked for all eight weeks of the session on a course-by-course basis and is recorded daily based on academic events. An academic event for onsite courses is defined by attending scheduled class meetings. An academic event for online courses is defined by submitting a class assignment, participating in threaded discussions, or completing quizzes and exams. An academic event for blended courses is defined by attendance in the onsite component or by submitting a class assignment, participating in threaded discussions or completing quizzes and exams in the online component.

Laboratory Class and Clinical Experiences

Lab time is utilized to practice and master skills to meet criteria that demonstrate completion of course outcomes. Students must complete all required lab, clinical and pre-clinical experiences in order to satisfy the clinical hours for each course. Demonstration of nursing skills and/or required competencies must be performed satisfactorily to pass the lab component of the course (see Skills Checklist for criteria).

In cases of emergency or severe illness, equivalent learning opportunities for absences may be offered, at the discretion of the faculty member and contingent upon availability of resources. Make- up experiences are not guaranteed and supporting documentation may be required. Students must notify the instructor and clinical agency in a manner specified by the instructor within the requested time frame. Students who are not in the appropriate attire and/or are not prepared for clinical practice may be dismissed from the clinical setting.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All completed assignments are to be submitted to the Dropbox on or before Friday by 5:00 p.m. Mountain Time (MT) or as specified by your faculty.
• All quizzes and exams, if applicable in your course, are offered at specific times.
  • Campus Courses: Campus faculty will share the date, time, and location with students at the beginning of each session.
  • Online Courses: Online faculty will share online exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Note: In Unit 8 the assignments will be due by Wednesday at 11:59 p.m. MT.

If you are taking this course on campus, a course calendar includes detailed information related to activities and due dates may be available for downloading from Doc Sharing. Please check with your instructor for more information.

If you are taking this course online, Please be advised that you may be required to take your tests on the campus in a proctored environment. Your campus will post the date, time and location of exams. If testing will take place online, the online faculty will share the exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Assignment Values and Letter Grades

All course assignments and examinations must be completed in order to pass the course.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment			Points	Weighting
Examinations*
Exam 1			200	20%
Exam 2			240	24%
Exam 3			240	24%
Standardized Final Exam			100	10%
Medication Calculation Examination			20	2%
*Must achieve an average of 76% to pass the course
Assignments
Interdisciplinary Care (RUA)			100	10%
Faculty Assignments			100	10%
Total Points			1,000	100%
Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

Teaching/Learning Methods

Examples include, but are not limited to

• assignments;
• case studies;
• discussion;
• experiential learning
• group assignments;
• lectures; and
• Multimedia presentations.

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NR-360:  Information Systems in Healthcare Course Assignments & Discussions Study Guide

NR-360:  Information Systems in Healthcare Course Description

Contact Hours: Lecture – 48, Lab – 0, Clinical – 0

Semester Hours: Theory 3

The use of electronic databases for clinical practice is the focus of this course. Skills for asking clinical questions and finding the best evidence to answer the questions are developed.

Prerequisite: None

For top-quality coursework writing help and assignment writing services, trust Reliable Papers. Our expert team delivers 100% original human-written work tailored to your needs. Contact us via phone, WhatsApp, or live chat for assistance today and get the most reliable research paper help!

NR-360:  Information Systems in Healthcare Course Syllabus

NR 360 Unit 1

Discussion Question, What Is Nursing Informatics

NR.360 Unit 2

Assignment: Team Charter

Discussion Question, Database Search

NR360 Unit 3

Discussion Question 1, Meaningful Use and Its Implications on Healthcare

Discussion Question 2, Healthcare Technology Local National & Global Considerations

Assignment (RUA), Technology Presentation: Cloud Technology in Healthcare

RUA Assignment, Technology Presentation: We Can But Dare We?

NR360 Unit 4

Discussion Question 1, Patient safety and communication

Discussion Question 2, Patient Safety and Confidentiality

NR360 Unit 5

Discussion Question 1, Interacting With Information Systems

Discussion Question 2, From Data to Knowledge and Wisdom

NR-360 Unit 6

Discussion Question 2, Informatics and the Development of Standards

NR360 Unit 7

Discussion Question 2, Technology Benefits and Future Trends

NR360 Unit 8

Assignment (RUA), Electronic Health Records Presentation (Yellow Team)

RUA Assignment, Simulators and Manikins (Blue Team)

RUA Assignment, Telehealth Group Project (Green Team)

Discussion Question, Critique a Team Presentation

You can also read another study guide on nursing assignments for students from another post on NR-351: Foundational Concepts for the Practicing RN Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR360
Course Title:	Information Systems in Healthcare
Credit Hours:	3 credits
Theory Hours:	3 credits
Laboratory Hours:	0 credits
Clinical Hours:	0 credits
Place in Curriculum	Year 3 Semester 1
Prerequisite:	None
Corequisite:	None

Course Description

The use of electronic databases for clinical practice is the focus of this course. Skills for asking clinical questions and finding the best evidence to answer the questions are developed.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop

Download your eBooks and use them whether you’re connected to the Internet or not.

Mobile

Download the app and get your eBooks on your iPhone, iPad, or Android device.

Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. Unit outcomes provide further detail to support learner achievement of specific COs and are listed within each unit under the introduction. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1)
2. Analyze data from all relevant sources, including technology, to inform the delivery of care. (PO 2)
3. Define standardized terminology that reflects nursing’s unique contribution to patient outcomes. (PO 3)
4. Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO 4)
5. Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5)
6. Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
7. Examine the use of information systems to document interventions related to achieving nurse-sensitive outcomes. (PO 7)
8. Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO 8)

Key Concepts

1. Technology Literacy

• Computing
• Simulation
• Data Security
• Internet

2. Health Literacy
3. Information Literacy
4. Information Systems
5. Patient Safety

• Electronic Health Record
• Telehealth
• Patient Care Technologies
• Ethics

6. Informatics and Evidence-Based Practice

Learning Plan

Download and review the NR360 Information Systems in Healthcare Learning Plan. This learning plan provides a list of unit outcomes and detailed key topics covered in the course.

Required Uniform Assignments (RUAs)

Required Uniform Assignments (RUAs) are essential elements of assessment that are consistent across the curriculum at Chamberlain College of Nursing. These assessments help measure and track students’ progress in meeting the BSN Program Outcomes. Each RUA is course-specific and required in both online and campus courses. Download the We Can, but Dare We? and Technology Presentation assignment guidelines and grading rubrics to begin planning for the successful completion of this assignment.

If you have any questions about the assignment please speak to your instructor.

Course Schedule

Unit, COs, and Topics	Readings	Assignments
Unit 1 COs 1, 2, 3, 4, 6, 7, and 8Introduction to Information, Information Science, and Information Systems	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 1: Nursing Science and the Foundation of Knowledge Chapter 2: Introduction to Information, Information Science, and Information Systems Chapter 5: Ethical Applications of Informatics Chapter 12: The Human-Technology Interface Chapter 17: Supporting Consumer Information and Education Needs Chapter 23: Research: Data Collection, Processing and Analysis Chapter 24: Data Mining as a Research Tool	Discussion
Unit 2 COs 1, 2, 4, 5, 6, and 8World Wide Web	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 8: Information and Knowledge Needs of Nurses in the 21st Century Chapter 14: Nursing Informatics: Improving Workflow and Meaningful Use Chapter 18: Using Informatics to Promote Community/Population Health Chapter 19: Telenursing and Remote Access Telehealth	Discussion Team Charter
Unit 3 COs 1, 2, 3, 4, 5, 6, 7, and 8Information Systems	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 9: Legislative Aspects of Nursing Informatics: HITECH and HIPAA Chapter 11: Administrative Information Systems Chapter 14: Nursing Informatics: Improving Workflow and Meaningful Use Chapter 15: The Electronic Health Record and Clinical Informatics Chapter 16: Informatics Tools to Promote Patient Safety and Clinical Outcomes Chapter 19: Telenursing and Remote Access Telehealth Chapter 21: Simulation in Nursing Informatics Education	Discussion We Can, but Dare We? (RUA)
Unit 4 COs 1, 2, 3, 4, 5, 6, 7, and 8Technology Tools in Healthcare Information Systems	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 8: Information and Knowledge Needs of Nurses in the 21st Century Chapter 15: The Electronic Health Record and Clinical Informatics Chapter 17: Supporting Consumer Information and Education Needs	Discussion
Unit 5 COs 1, 2, 3, 4, 5, 6, 7, and 8Information Systems and Ways of Knowing	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 4 Introduction to Cognitive Science and Cognitive Informatics (pp. 59-60) Chapter 8: Information and Knowledge Needs of Nurses in the 21st Century Chapter 15: The Electronic Health Record and Clinical Informatics Chapter 20: Nursing Informatics and Nursing Education Chapter 29: Nursing Informatics and the Foundation of Knowledge	Discussion
Unit 6 COs 1, 2, 3, 4, 5, 6, 7, and 8Informatics and Evidence-Based Practice (EBP)	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 3: Computer Science and the Foundation of Knowledge Model (pp. 53-54) Chapter 6: Overview of Nursing Informatics (pp. 105-106) Chapter 7: Informatics Roles and the Knowledge Work of Nursing (pp 126-127) Chapter 12: The Human-Technology Interface (pp. 212-213)	Discussion Technology Presentation (RUA)
Unit 7 COs 1, 4, 5, 6, 7, and 8Benefits of Informatics: Infinity and Beyond	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 19: Telenursing and Remote Access Telehealth Chapter 20: Nursing Informatics and Nursing Education (pp. 383-384) Chapter 21: Simulation in Nursing Informatics Education (pp. 394-395) Chapter 22: Games, Simulations, and Virtual Worlds for Educators Chapter 28: Emerging Technologies and the Generation of Knowledge Chapter 29: Nursing Informatics and the Foundation of Knowledge	Discussion
Unit 8 All COs Future Trends In Informatics – Wrap Up	Team Presentations

Attendance Policy

Regular attendance and consistent participation within the classroom, lab, and clinical experiences facilitate the achievement of course outcomes set forth in the course syllabi. Students must arrive on time and stay for the duration of the class meeting, lab, and/or clinical experience. Late arrival may result in denied access to the class.  Absences and/or tardiness from lecture, pre-clinical, clinical (including pre- and post-conferences), and/or lab experiences (including pre- and debriefing) may prohibit students from completing all components of the nursing course, resulting in course failure.

Attendance is tracked for all eight weeks of the session on a course-by-course basis and is recorded daily based on academic events. An academic event for onsite courses is defined by attending scheduled class meetings. An academic event for online courses is defined by submitting a class assignment, participating in threaded discussions, or completing quizzes and exams. An academic event for blended courses is defined by attendance in the onsite component or by submitting a class assignment, participating in threaded discussions or completing quizzes and exams in the online component.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All completed assignments are to be submitted to the Dropbox on or before Friday by 5:00 p.m. Mountain Time (MT) or as specified by your faculty.
• All quizzes and exams, if applicable in your course, are offered at specific times.
  • Campus Courses: Campus faculty will share the date, time, and location with students at the beginning of each session.
  • Online Courses: Online faculty will share online exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Note: In Unit 8 the assignments will be due by Wednesday at 11:59 p.m. MT.

If you are taking this course on campus, a course calendar includes detailed information related to activities and due dates may be available for downloading from Doc Sharing. Please check with your instructor for more information.

If you are taking this course online, Please be advised that you may be required to take your tests on the campus in a proctored environment. Your campus will post the date, time and location of exams. If testing will take place online, the online faculty will share the exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Assignment Values and Letter Grades

All course assignments and examinations (as applicable) must be completed in order to pass the course.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment			Points	Weighting
Graded Activities
Discussions Units 1–8: 50 points each			400	40%
Team Charter			120	12%
We Can, But Dare We? Unit 3			240	24%
Technology Presentation Unit 6			240	24%
Total Points			1,000	100%
Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

Teaching/Learning Methods

Examples include, but are not limited to

• assignments;
• case studies;
• discussion;
• experiential learning
• group assignments;
• lectures; and
• Multimedia presentations.

NR-360:  Information Systems in Healthcare Course Assignments & Discussions Study Guide | Entire

NR 360 Information Systems in Healthcare Entire Course

Unit 1 discussion

What Is Nursing Informatics?

Discuss ways that nursing informatics could be applied to all areas of professional nursing practice, including clinical practice, administration, education, and research. Provide examples of each. What do you see as the biggest significance of nursing informatics, and why?

Unit 2 discussion

Database Search

Choose a topic related to health that has meaning to your personal health, interests, and well-being. This may be a disease, such as diabetes, or a healthy fitness activity.

Conduct a database search comparing one of the following database directories with Google Scholar.

CINAHL and Google Scholar

PubMed and Google Scholar

Explain how you were able to narrow down the number of article hits you had initially, and present within your post a summary of the credible article you chose as your resource. How do you know your article choice is credible? Which database do you prefer and why?

How will using a database search facilitate your scholarly work; nursing work (evidence-based practice); and personal self-development?

Unit 3 discussion

Healthcare Technology: Local, National, and Global Considerations

Imagine that you are a public health nurse, and you and your colleagues have determined that the threat of a deadly new strain of influenza indicates a need for a mass inoculation program in your community. What public health data would have been used to determine the need for such a program? Where would you locate public health data? What data will be collected to determine the success of such a program? How might you communicate this to other communities or internationally?

Unit 4 discussion

Workarounds and Their Implications for Patient Safety

What is a workaround? Identify a workaround (specific to technology used in a hospital setting) that you have used or perhaps seen someone else use, and analyze why you feel this risk-taking behavior was chosen over behavior that conforms to a safety culture. What are the risks? Are there benefits? Why or why not?

Discuss the current patient safety characteristics used by your current workplace or clinical site. Identify at least three aspects of your workplace or clinical environment that need to be changed with regard to patient safety (including confidentiality), and then suggest strategies for change.

Unit 5 discussion

From Data to Knowledge and Wisdom!

How does data become knowledge and finally wisdom? Explain the relationship between knowledge acquisition, knowledge processing, knowledge generation, knowledge dissemination, and wisdom. Then, provide examples from your clinical practice (or past work experiences) according to the following.

Examples of knowledge acquisition

Examples of knowledge generation

Examples of knowledge processing

Examples of knowledge dissemination

Examples of the use of feedback

Unit 6 discussion

Informatics and the Development of Standards

Discuss the roles of federal, state, and local public health agencies in the development of standards for informatics in healthcare.

Unit 7 discussion

Technology: Benefits and Future Trends

What technology do you find most beneficial to use in your work or school setting? Least beneficial? Why do you find this tool useful or not? Then, using your imagination, look to the future and think about how this tool could be enhanced even further. Describe your dream technology, with consideration for patient care and safety.

Unit 8 discussion

Team Presentation

This week, one member of your team will be responsible for posting your team presentation to this discussion thread under the color-coordinated thread below that corresponds with your team. This must be posted by Monday of Unit 8 by 11:59 p.m.

Critique a team presentation other than your own, and include what the presentation taught you and what you see as far as its effect on patient safety and healthcare technology.

What changes in the presentation would you recommend, and why?

Ask questions! Each team is responsible for responding to questions asked of its presentation!

Remember to include sources of literature in your posts to back up the statements you make! Remember, we are all about evidence-based practice!

This is a short week, and you still must have at least two posts on 2 different days this week. The course ends on Wednesday of Unit 8.

Unit 2 ATI Nurse’s Touch-Nursing Informatics & Technology: Informatics

Unit 4-ATI Nurses Touch – Nursing Informatics & Technology

Unit 5 ATI Nurse’s Touch – Nursing Informatics & Technology

Unit 7 ATI Nurse’s Touch – Nursing Informatics & Technology

PURPOSE Nurse’s touch provides interactives that will enhance students’ knowledge, skills, and attitudes with important topics and scenarios in nursing practice. Each module provides case studies along with a practice and proctored assessment of content comprehension.

COURSE OUTCOMES This assignment enables the student to meet the following course outcomes.

1. Describe patient?care technologies as appropriate to address the needs of a diverse patient population.
2. Analyze data from all relevant sources, including technology, to inform the delivery of care.
3. Define standardized terminology that reflects nursing’s unique contribution to patient outcomes.
4. Investigate safeguards and decision?making support tools embedded in?patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.
5. Identify patient care technologies, information systems, and communication devices that support safe nursing practice.
6. Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy.
7. Examine the use of information systems to document interventions related to achieving nurse? sensitive outcomes.
8. Discuss the value of best evidence as a driving force to institute change in delivery of nursing care.

DUE DATE

Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.

TOTAL POINTS POSSIBLE

• Actual points earned will be based on the highest percentage score earned on the test multiplied by the total points possible.
• (ie. If the assignment is worth 20 points, and you get 50% of the questions correct, you will earn 10 points).
• While you may retake the assessment, there may be a time delay of between retakes. Check with your instructor for more information.

REQUIREMENTS ATI ACCESS

NR360 Information Systems in Healthcare

PREPARING THE ASSIGNMENT Log into your MY ATI Account and Select the “Learn” tab. Go to the ” NURSE’S TOUCH: NURSING INFORMATICS AND TECHNOLOGY” tutorial. Listed below are the specific assigned modules under this tutorial and units they are due. Please complete module lesson, case studies and post? test. Each module ranges from 1.5 to 2 hours for completion.

UNIT 2? INFORMATICS? 80 POINTS

UNIT 4? LITERACY SKILLS AND CONSUMER EDUCATIONAL NEEDS? 80 POINTS

UNIT 5? INFORMATION MANAGEMENT SYSTEMS? 80 POINTS

UNIT 7? VIRTUAL SOCIAL NETWORKS?80 POINTS

DIRECTIONS AND ASSIGNMENT CRITERIA

Assignment Criteria

Points % Description

Completes the module, case study and post? test

Completes assigned “Nurse’s Touch: Nursing Informatics and Technology” module, case study and post? test.

Unit 3 assignment

We Can, but Dare We?

As healthcare providers, we look more and more to technology to improve patient outcomes, streamline operations, and lower costs. Sometimes, technology can be used in ways that have ethical, moral, and legal considerations too. You will be writing about the use of personal devices and social media and its use in healthcare. We can do it, but dare we?

This is a “think outside the box” assignment in which there is not necessarily only one right answer. Still, you are required to find sources that support your opinions. Be sure to cite and reference them in your paper. Download the We Can, but Dare We guidelines (Links to an external site.)Links to an external site.. The assignment template can be found in the Assignment Resources folder in the Files area. Please use the template when completing your paper.

Submit the assignment by the due date, as instructed by your faculty member.

Unit 6 assignment

PURPOSE

The purpose of this assignment is to (a) explore and present an information technology used in the a healthcare system that supports the patient care experience and (b) develop the skills of team communication, collaboration, and production.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

• CO 1: Describe the patient? Care technologies as appropriate to address the needs of a diverse patient population. (PO 1)
• CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5)
• CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
• CO 8: Discuss the value of best evidence as a driving force to institute change in the delivery of nursing care. (PO 8)

DUE DATE

See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.

TOTAL POINTS POSSIBLE

This assignment is worth a total of 240 points.

Requirements

1. For this team project, students will be assigned by faculty into teams of three to five individuals depending upon class size.
2. Teams will receive a project grade based on the assessment by the project rubric, which will then be applied to each individual’s grade for the project minus points for lack of participation in the development or presentation of the project.
3. The team leader will make all dropbox submissions for the course so that the
4. TURNITIN similarity index will not pickup inadvertent self? plagiarism from another team member’s submission
5. Course faculty will have only one submission to review and grade.
6. Use Microsoft PowerPoint 2007, 2010 or higher for systems’ compatibility.

NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 2

1. Follow the best practices for PowerPoint construction & presentation

Preparing the Presentation

1. Prepare a PowerPoint presentation with speaker notes between 25? 30 slides, NOT including the title and reference slides.
2. Speaker Notes
3. Outline and “script” the presentation for online students.
4. Online students’ speaker notes should include the name of the student who researched and presented the slide information.

iii. Campus students follow the guidelines of your course instructor.

1. Scholarly writing and APA 6th Edition guidelines should be followed as applicable to

PowerPoint slides.

1. Cite sources in APA format in the applicable slides and include the APA formatted reference in your reference list slide(s) ? Minimum 6 references
2. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g., quotation marks, italics, verb tense, etc.)
3. Copyright and plagiarism rules apply
4. Each team will be assigned a healthcare information systems technology (e.g., Computerized Physician Order Entry, Electronic Health Record, Electronic Medical Record, etc.) by the course instructor. For that technology, include the following discussions in the presentation:
5. Introduce the technology & the team
6. Title slide should identify the assigned technology and introduce team members
7. Provide an introduction
8. Describe the technology
9. Purpose for the technology in healthcare.
10. Establish the professional tone for the presentation.
11. History & Current Use
12. Describe significant findings that prompted the development of the technology
13. Discuss the history and current use of the technology in healthcare

iii. Describe three goals of this technology’s implementation.

1. Impact on healthcare and nursing
2. Impact on professional nursing practice.
3. Patient safety impact (including statistical justification)

iii. Impact on patient care delivery, quality care measures/monitoring, and risk management (privacy, confidentiality, and security) as applicable.

1. Ethical & legal considerations.
2. Infrastructure/operational consequences (e.g., budget, costs, etc.)
3. Impact on a population and/or geographic region
4. Provide examples & statically significant data to support examples.
5. Three advantages and disadvantages
6. Patient’s vantage point or perspective (e.g., patient outcomes, safety, patient/family satisfaction).
7. Nurse’s vantage point (improves/hinders job efficiency/safety)

iii. Healthcare organization’s vantage point (regulatory compliance, financial, etc.)

1. Controversy/Issues/Challenges/Regulatory implications
2. How might issues surrounding the chosen technology be addressed/solved?
3. Provide statically significant data or evidence to support your findings.
4. Summary

NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 3

1. Key points
2. Discoveries/surprises

iii. Lessons learned by the team

3. Team Project Evaluation (40 points)
4. Place & discuss the following questions and responses in the slides(s) following the summary slide and prior to the reference slide(s).
5. How did the team function well? (e.g., team strengths, team balance, etc.)
6. What problems did you have interacting as a team? (e.g., team weaknesses, outside challenges, technology, etc.)

iii. What specific actions would you recommend to future teams to help them interact, function, and collaborate successfully?

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NR-439: RN Evidence-Based Practice Course Assignments & Discussions Study Guide

NR-439: RN Evidence-Based Practice Course Description

Contact Hours: Lecture – 48, Lab – 0, Clinical – 0

Semester Hours: Theory 3

The research process and its contributions to the professional nursing practice are explored. The skills related to asking research questions and searching for best evidence are reviewed. The skills related to reading published research findings with understanding and using best evidence as the basis for professional nursing practice are developed.

Prerequisites: MATH-225N, NR-305, NR-351, NR-361, NR-447, NR-435 or NR-436

Corequisite: NR-451

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NR-439: RN Evidence-Based Practice Course Syllabus

NR-439 Week 1 Discussion Question, Role of Research and the Importance of the Searchable Clinical Question

NR-439 Week 2 Discussion Question, Search for Literature and Levels of Evidence

NR-439 Week 3 Assignment, PICOT Evidence Worksheet 1 (Use of Alarm System in Elderly Population)

NR-439 Week 3 Assignment, PICOT Evidence Worksheet 2 (Infants diagnosed with Neonatal Abstinence Syndrome)

NR-439 Week 3 Discussion Question: Research Problems, Designs, and Sample

NR-439 Week 4 Discussion Question, Ethical and Legal Issues

NR-439 Week 5 Reading Research Literature

NR-439 Week 5 Discussion Question, Data Collection and Measurement

NR439 Week 6 Assignment: Research Article Critique Paper 1 (Shortage of Nursing Workforce)

NR-439 Week 6 Assignment, Research Article Critique Paper 2 (Teamwork and Collaboration for Oncology Nursing)

NR-439 Week 6 Research Article Critique Paper 3 (Types of Photographic Art Preferred by Cancer Patients)

NR-439 Week 6 Discussion Question: Data Results and Analysis

NR-439 Week 7 Discussion Question: Applying and Sharing Evidence to Practice

NR-439 Week 8 Discussion Question: Where Do You Go From Here

You can also read another study guide on nursing assignments for students from another post on NR-361: RN Information Systems in Healthcare Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR439
Course Title:	RN Evidence-Based Practice
Course Credits:	3 credits
Prerequisite:	NR351 and MATH221 or MATH399

Course Description

The research process and its contributions to professional nursing practice are explored. The skills related to asking research questions and searching for best evidence are reviewed. The skills related to reading published research findings with understanding and using best evidence as the basis for professional nursing practice are developed.

Clinical Compliance Requirements

All Clinical compliance requirements must be satisfied and necessary health forms must be on file with the Corporate Clinical Office prior to registration for any clinical course. Failure to comply will result in the student being withdrawn from the class roster. Students not in compliance may be refused entry to class or clinical and will not be excused for any absences. A complete list of these requirements is at http://my.chamberlain.edu under the Clinical section or by contacting clinicalcompliance@chamberlain.edu.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones & Bartlett.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop

Download your eBooks and use them whether you’re connected to the Internet or not.

Mobile

Download the app and get your eBooks on your iPhone, iPad, or Android device.

Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Examine the sources of evidence that contribute to professional nursing practice. (PO 7)
2. Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
3. Identify ethical issues common to research involving human subjects. (PO 6)
4. Evaluate published nursing research for credibility and lab significance related to evidence-based practice. (POs 4 and 8)
5. Recognize the role of research findings in evidence-based practice. (POs 7 and 8)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 CO 5 Introduction to Evidence-Based Practice: Basic Concepts	Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett. Chapter 1: The Importance of Research as Evidence in Nursing, pp. 3–27 Chapter 16: Translating Research into Practice, pp. 447–476 Required Article for Discussion Kumar, S. (2015). Type 1 diabetes mellitus-common cases. Indian Journal of Endocrinology & Metabolism, 19, S76–S77. doi:10.4103/2230-8210.155409. Retrieve the article: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=102354944&site=eds-live Required Articles Riva, J. J., Malik, K. M., Burnie, S. J., Endicott, A. R., & Busse, J. W. (2012). What is your research question? An introduction to the PICOT format for clinicians. Journal of The Canadian Chiropractic Association, 56(3), 167–171. Click to retrieve the article: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=awh&AN=88935392&site=eds-live&scope=site Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. Click the Full-Text Finder link to go to the article in OVID: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswsc&AN=000279692800018&site=eds-live&scope=site	Graded Discussion Topic
Week 2 COs 1 and 2 Reading Research Literature—The Research Process	Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett. Chapter 2: The Research Process and Ways of Knowing, pp. 31–47 Chapter 4: Finding Problems and Writing Questions, pp. 83–107 Required Articles Peterson, M. H., Barnason, S., Donnelly, B., Hill, K., Miley, H., Riggs, L., & Whiteman, K. (2014). Choosing the best evidence to guide clinical practice: Application of AACN levels of evidence. Critical Care Nurse, 34(2), 58–68. doi:10.4037/ccn2014411. Retrieve the article: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswsc&AN=000334575700093&site=eds-live&scope=site Hain, D. J., & Kear, T. M. (2015). Using evidence-based practice to move beyond doing things the way we have always done them. Nephrology Nursing Journal, 42(1), 11–21. Retrieve the article: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswsc&AN=000350008200003&site=eds-live&scope=site	Graded Discussion Topic
Week 3 COs 2 and 4 Reading Research Literature— Problems and Designs	Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett. Chapter 5: The Successful Literature Review, pp. 109-129 Chapter 6: Selecting an Appropriate Research Design, pp. 131–153 Chapter 7: The Sampling Strategy, pp. 157-185 Required Articles: Fu, M., Hu, J., & Cai, X. (2015). Effectiveness of a community-based diabetes self-management intervention for Chinese adults with type 2 diabetes: A pilot study. International Journal of Nursing Practice, 21, 132-140. doi:10.1111/ijn.12373. Retrieve the article: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswsc&AN=000356970800017&site=eds-live&scope=site Pals, R. S., Hansen, U. M., Johansen, C. B., Hansen, C. S., Jørgensen, M. E., Fleischer, J., & Willaing, I. (2015). Making sense of a new technology in clinical practice: A qualitative study of patient and physician perspectives. BMC Health Services Research, 15(1), 1-10. doi:10.1186/s12913-015-1071-1. Retrieve the article: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=her&AN=109884152&site=eds-live	PICOT/Evidence Appraisal Worksheet Graded Discussion Topic
Week 4 COs 1, 2, 3, 4, and 5 Reading Research Literature—Sampling and Ethics	Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett. Chapter 3: Ethical and Legal Considerations in Research, pp. 49–78 Required Articles Stefaniak, M., & Mazurkiewicz, B. (2017). The importance of adhering to high standards of research ethics. British Journal of Nursing, 26(1), 62. Retrieve the article: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=120706824&site=eds-live&scope=site Feeney, S., & Freeman, N. K. (2016). Ethical issues: Responsibilities and dilemmas. YC: Young Children, 71(1), 86. Retrieve the article: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=114680496&site=eds-live Optional Readings Jaworska, A., & Tannenbaum, J. (2015). Who Has the capacity to participate as a rearee in a person-rearing relationship? Ethics, 125(4), 1096-1113. Retrieve the article:  http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a2h&AN=108366230&site=eds-live&scope=site Fu, M., Hu, J., & Cai, X. (2015). Effectiveness of a community-based diabetes self-management intervention for Chinese adults with type 2 diabetes: A pilot study. International Journal of Nursing Practice, 21, 132–140. doi:10.1111/ijn.12373. Retrieve the article: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswsc&AN=000356970800017&site=eds-live&scope=site Pals, R. S., Hansen, U. M., Johansen, C. B., Hansen, C. S., Jørgensen, M. E., Fleischer, J., & Willaing, I. (2015). Making sense of a new technology in clinical practice: a qualitative study of patient and physician perspectives. BMC Health Services Research, 15(1), 1–10. doi:10.1186/s12913-015-1071-1. Retrieve the article: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=her&AN=109884152&site=eds-live	Graded Discussion Topic
Week 5 COs 2, 4, and 5 Reading Research Literature—Implementing the Study, Data Collection Methods	Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett. Chapter 8: Measurement Strategies, pp. 189–225 Required Website American Nurses Association. (2014). Fast facts: The nursing workforce 2014: Growth, salaries, education, demographics & trends. ANA. Retrieved from http://nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/workforce/Fast-Facts-2014-Nursing-Workforce.pdf Required Article Wolf, L. A., Carman, M. J., Henderson, D., Kamienski, M., Koziol-McLain, J., Manton, A., & & Moon, M. D. (2013). Evaluating evidence for practice. Journal of Emergency Nursing. 39(2). 197–199. doi:10.1016/j.jen.2012.11.009. Click the Full-Text Finder link to go to the article in OVID: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswsc&AN=000317417000020&site=eds-live&scope=site	Reading Research Literature Graded Discussion Topic
Week 6 COs 1 and 2 Reading Research Literature—Results	Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett. Chapter 11: Summarizing and Reporting Descriptive Data, pp. 289–319 Chapter 13: Analysis and Reporting of Quantitative Data, pp. 352–379 Chapter 15: Analyzing and Reporting Qualitative Results, pp. 419–441	Research Article Paper Graded Discussion Topic
Week 7 COs 2 and 5 Reading Research Literature—Credibility and Significance	Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett. Chapter 10: Descriptive Research Questions and Procedures, pp. 257–286 Chapter 12: Quantitative Research Questions and Procedures, pp. 323–346 Chapter 14: Qualitative Research Questions and Procedures, pp. 385–414	Graded Discussion Topic
Week 8 CO 5 Implementing EBP—Where Do You Go From Here?	None	Graded Discussion Topic

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All assignments are to be submitted on or before Sunday at the end of the specified week that they are due by 11:59 p.m. (MT).
• All quizzes and exams, if applicable in your course, are to be completed on or before Saturday at the end of the specified week that they open by 11:59 p.m.(MT).

Note: In Week 8, for the DNP, MSN, RN-BSN, and Prelicensure BSN, the assignments would be due by Wednesday at 11:59 p.m. MT.

Faculty Grading/Response Schedule

Grades for Discussion will be posted by Tuesday night after the due date, except for grades for Week 8 Discussion, which will be posted by Friday at the end of Week 8. For all other work (papers, projects, etc.), grades will be posted by Friday night after the due date. An announcement will be posted if these deadlines cannot be met.

Faculty will respond to student emails or questions in the Q & A Forum within 48 hours.

Concerns about faculty grading and responsiveness may be sent to the director and the dean of the RN-to-BSN Option by clicking on the Online Administrator’s Message link under Course Home.

Evaluation Methods

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment	Points	Weighting
Discussions (50 points per topic, one topic per week for Weeks 1–8)	400	40%
PICOT/Evidence Appraisal Worksheet Assignment (Week 3)	200	20%
Reading Research Literature Assignment (Week 5)	225	22.5%
Research Article Assignment (Week 6)	175	17.5%
Total Points	1,000	100%

No extra credit assignments are permitted for any reason.

The course grade is determined by transferring the total number of points possible in the course to a percentage grade. There is no rounding of grades. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

Chamberlain College of Nursing students are expected to conduct themselves in an ethical and professional manner. All academic assignments, including papers, exams, projects, and in-class assignments must be the original work of the individual student unless otherwise specified by the instructor. Academic or clinical dishonesty are exceptionally serious offenses and may result in a failing grade on an assignment, failure in the course, or dismissal from the College.

Students agree that by taking this course all required papers, threaded discussions or other written learning activities may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation: RN-to-BSN

In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.

1. Attendance

Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.

2. Guidelines and Rubric for Discussions

PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

• Demonstrate understanding of concepts for the week
• Integrate scholarly resources
• Engage in meaningful dialogue with classmates
• Express opinions clearly and logically, in a professional manner

Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.

Participation points: It is expected that you will meet the minimum participation requirement described above. If not:

• You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
• You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.

3. Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

4. Participation Guidelines

You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.

5. Grading Rubric

Discussion Criteria	A (100%) Outstanding or highest level of performance	B (87%) Very good or high level of performance	C (76%) Competent or satisfactory level of performance	F (0) Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points	Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 16 points	Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 14 points	Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 12 points	Minimally addresses the initial discussion question(s) or does not address the initial question(s). 0 points
Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points	Integrates evidence to support your discussion from: assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.* 12 points	Integrates evidence to support discussion from: assigned readings OR online lesson. Sources are credited.* 10 points	Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.* 9 points	Does not integrate any evidence. 0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points	Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 14 points	Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 12 points	Responds to a classmate and/or instructor but does not further the discussion. 10 points	No response post to another student or instructor. 0 points
Communicates in a professional manner. 8 points	Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 8 points	Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 7 points	Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 6 points	Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 0 points
PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T.	0 points lost Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.		-5 points Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days.	0 points lost Posts in the discussion at least three times AND on two different days.		-5 points Posts fewer than three times OR does not participate on at least two different days.
NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.
*** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.
NOTE: A zero is the lowest score that a student can be assigned.

6. Chamberlain Policies

Students are required to comply with Chamberlain College of Nursing’s academic policies. To access Chamberlain’s policy on academic integrity (and all other Chamberlain policies), please review the information in your Undergraduate Student Handbook, Undergraduate Catalog, and the policies outlined in this course.

The Undergraduate Catalog describes the technical requirements for students. Sufficient technology and Internet access is required to complete Chamberlain College of Nursing online classes. Technical requirements include, but are not limited to:

• Hardware/Software Requirements
  • Supported Operating Systems
  • Productivity Tools (Microsoft Office, VitalSource Bookshelf)
• Internet Access o Internet Connections
  • Email
  • Supported Browsers
  • Browser Settings
  • Plug-ins
• Screen Settings
• Hardware Specifications
  • Computer Internet Security
  • Operating System Updates

Chamberlain College of Nursing is committed to providing reasonable accommodations for eligible students with documented disabilities as defined by state and federal laws relating to the Americans with Disabilities Act (ADA). Our intent is to ensure that every student who makes a request for accommodations under ADA is advised of the accommodation process as promptly as possible. If you are a student with a verifiable documented disability, and you can provide medical documentation regarding this disability, then contact our ADA Officer at adaofficer@chamberlain.edu for more information on how to receive ADA accommodations in your online classes or fax your request to 630-596-1651.

Webliography

The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.

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NR-443: RN Community Health Nursing Course Assignments & Discussions Study Guide

NR-443: RN Community Health Nursing Course Description

Contact Hours: Lecture – 64, Lab – 0, Clinical – 0

Semester Hours: Theory 4

Theory and concepts of community, public, and global health utilizing levels of prevention are presented. The role of the community health nurse (CHN) in determining predictive factors that influence health will be explored. This course will investigate the needs of aggregates in the community setting, including promoting health and preventing illness, planning for disasters, addressing environmental health problems, and managing information and communication technology. Planning, organization, and delivery of services for populations at risk are tied to Healthy People goals with an introduction to political and sociocultural aspects of community, demographic, and epidemiological methods. Communication, collaboration, and teamwork strategies will be explored along with application of evidence-based practice.

Prerequisite: NR-351

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NR-443: RN Community Health Nursing Course Syllabus

NR 443 Week 1 Discussion Question, Determinants of Health

NR.443 Week 1 Discussion Question, Core Functions

NR 443 Week 2 Caring for Populations: Milestone 1, Community Windshield Survey Form

NR 443 Week 2 Discussion Question, Windshield Survey

NR.443 Week 2 Discussion Question, Demographic and Epidemiologic assessment

NR 443 Week 3 Discussion Question, Assuring Resources for Vulnerable Populations

NR.443 Week 3 Discussion Question, Vulnerable Populations

NR 443 Week 4 Caring for Populations: Milestone 2, Vulnerable Populations Assessment

NR.443 Week 4 Discussion Question, Healthy People Objectives for Community Settings

NR 443 Week 4 Discussion Question, Concerns for the School Nurse

NR 443 Week 5 Discussion Question, Disaster and Communicable Disease Preparedness

NR.443 Week 5 Discussion Question, Population Health Intervention Strategies

NR 443 Week 6 Caring for Populations: Milestone 3, Intervention and Evaluation Presentation

NR.443 Week 6 Discussion Question, Environmental Health

NR 443 Week 6 Discussion Question, Affordable Care Act

NR 443 Week 7 Discussion Question, Collaboration

NR.443 Week 7 Discussion Question, Ethics and Diversity

NR 443 Week 8 Discussion Question, Future Directions

You can also read another study guide on nursing assignments for students from another post on NR-441: Community Health Nursing – Global Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR443
Course Title:	RN Community Health Nursing
Course Credits:	4 Credits (Theory 4)
Prerequisite:	NR351: Transitions in Professional Practice

Course Description

Theory and concepts of community/public/global health utilizing levels of prevention are presented. The role of the Community Health Nurse (CHN) in determining predictive factors that influence health will be explored. This course will investigate the needs of aggregates in the community setting, including promoting health and preventing illness; planning for disasters; addressing environmental health problems; and managing information and communication technology. Planning, organization, and delivery of services for populations at risk are tied to Healthy People 2020 goals with an introduction to political and sociocultural aspects of community, demographic, and epidemiological methods. Communication, collaboration, and teamwork strategies will be explored along with application of evidence-based practice.

Clinical Compliance Requirements

All clinical compliance requirements must be satisfied, and necessary health forms must be on file with the Corporate Clinical Office prior to registration for any clinical course. Failure to comply will result in the student being withdrawn from the class roster. Students not in compliance may be refused entry to class or clinical and will not be excused for any absences. A complete list of these requirements is at http://my.chamberlain.edu under the clinical section or by contacting clinicalcompliance@chamberlain.edu.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop

Download your eBooks and use them whether you’re connected to the Internet or not.

Mobile

Download the app and get your eBooks on your iPhone, iPad, or Android device.

Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)
2. Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)
3. Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (POs 4 and 8)
4. Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)
5. Analyze the nursing roles in providing comprehensive care in a variety of community health settings. (PO 1)
6. Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)
7. Apply professional nursing standards and ethical principles to provide spiritually and culturally appropriate care. (PO 6)
8. Demonstrate effective communication strategies and teamwork in managing the healthcare of individuals, families, aggregates, and communities. (PO 3)
9. Examine future trends in community health nursing, including the impact of information systems and evidence-based practice. (PO 8)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 CO 1 Introduction to Community and Public Health Nursing	Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/ Elsevier. Chapter 1: Health: A Community View Chapter 2: Historical Factors: Community Health Nursing in Context Chapter 3: Thinking Upstream: Nursing Theories and Population-Focused Nursing Practice Chapter 4: Health Promotion and Risk Reduction Required reading U.S. Department of Health and Human Services. (2016). Healthy People 2020: About determinants of health. Retrieved from http://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health Optional reading U. S. National Library of Medicine. (2012). Two centuries of health promotion: Images from the history of the Public Health Service. Retrieved from http://www.nlm.nih.gov/exhibition/phs_history/intro.html	Graded Discussion
Week 2 CO 2 Community Assessment and Health Planning	Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier. Chapter 5: Epidemiology, pp. 70-82 Chapter 6: Community Assessment Chapter 7: Community Health Planning, Implementation, and Evaluation Chapter 8: Community Health Education Required websites U.S. Census Bureau. (2016). Quickfacts. Retrieved from https://www.census.gov/quickfacts/ County Health Rankings and Roadmaps. (2016). How healthy is your community? Retrieved from http://www.countyhealthrankings.org/	Course Project: Caring for Populations: Milestone 1: Community Windshield Survey Graded Discussion
Week 3 COs 3 and 4 Caring for Vulnerable Populations	Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier. Choose one of the following five chapters. Chapter 16: Child and Adolescent Health Chapter 17: Women’s Health Chapter 18: Men’s Health Chapter 19: Senior Health Chapter 20: Family Health Also choose one of the following four chapters. Chapter 21: Populations Affected by Disabilities Chapter 22: Homeless Populations Chapter 23: Rural and Migrant Health Chapter 24: Populations Affected by Mental Illness	Graded Discussion
Week 4 COs 3 and 5 Community Health Roles, Settings, and Interventions	Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier. Chapter 29: School Health And choose one of following four chapters. Chapter 30: Occupational Health Chapter 31: Forensic and Correctional Nursing Chapter 32: Faith Community Health Chapter 33: Home Health and Hospice Required website: U.S. Department of Health and Human Services. (2016). Healthy People 2020: 2020 topics and objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/ Optional reading Lambert, V., & Keogh, D. (2014). Health literacy and its importance for effective communication. Part 2. Nursing Children & Young People, 26(4), 32-36. doi:10.7748/ncyp2014.05.26.4.32.e387 http://proxy.devry.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=rzh&AN=103941573&site=ehost-live&scope=site.	Course Project: Caring for Populations: Milestone 2: Vulnerable Population Assessment Graded Discussion
Week 5 COs 3 and 6 Managing Population Health Problems	Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier. Chapter 25: Communicable Disease Chapter 26: Substance Abuse Chapter 27: Violence Chapter 28: Natural and Man-made Disasters Required website: Federal Emergency Management Agency. (2016). Ready: Prepare. Plan. Stay informed. Retrieved from http://www.ready.gov	Graded Discussion
Week 6 CO 6 Factors Influencing the Health of the Community	Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier. Chapter 14: Environmental Health Required website: U.S. Environmental Protection Agency. (2016). MyEnvironment. Retrieved from http://www.epa.gov/myenvironment Optional reading American Nurses Association. (2007). ANA principles of environmental health for nursing practice with implementation strategies. Silver Springs, MD: ANA. Retrieved from http://nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/NursingStandards/ANAPrinciples/ANAsPrinciplesofEnvironmentalHealthforNursingPractice.aspx	Course Project: Caring for Populations: Milestone 3: Intervention and Evaluation Graded Discussion
Week 7 COs 4, 7 and 8 Health Policy, Healthcare Costs, Interdisciplinary Collaboration, Diversity, and Ethics	Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier. Chapter 11: The Health Care System Chapter 12: Economics of Health Care Chapter 13: Cultural Diversity and Community Health Nursing Required website: U.S. Department of Health and Human Services. (2015). Healthcare: The Affordable Care Act. Retrieved from http://www.healthcare.gov/ Optional reading Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier. Chapter 10: Policy, Politics, Legislation, and Community Health Nursing	Graded Discussion
Week 8 CO 9 The Future of Community Health Nursing	Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier. Chapter 15: Globalization and International Health Required reading: Fried, L. P., Piot, P., Frenk, J. J., Flahault, A., & Parker, R. (2012). Global public health leadership for the twenty-first century: Towards improved health of all populations. Global Public Health, 7(S1), S5. doi:10.1080/17441692.2012.702118 http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=79294397&site=eds-live. Optional reading: Kulbok, P. A., Thatcher, E., Park, E., & Meszaros, P. S. (2012). Evolving public health nursing roles: Focus on community participatory health promotion and prevention. Online Journal of Issues in Nursing, 17(2), 1. doi:10.3912/OJIN.Vol17No02Man01 http://proxy.devry.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=rzh&AN=104463884&site=ehost-live&scope=site.	Graded Discussion

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All assignments are to be submitted on or before Sunday at the end of the specified week that they are due by 11:59 p.m. (MT).
• All quizzes and exams, if applicable in your course, are to be completed on or before Saturday at the end of the specified week that they open by 11:59 p.m.(MT).

Note: In Week 8, for the DNP, MSN, RN-BSN, and Prelicensure BSN, the assignments would be due by Wednesday at 11:59 p.m. MT.

Faculty Grading/Response Schedule

Grades for Discussion will be posted by Tuesday night after the due date, except for grades for Week 8 Discussion, which will be posted by Friday at the end of Week 8. For all other work (papers, projects, etc.), grades will be posted by Friday night after the due date. An announcement will be posted if these deadlines cannot be met.

Faculty will respond to student emails or questions in the Q & A Forum within 48 hours.

Concerns about faculty grading and responsiveness may be sent to the director and the dean of the RN-to-BSN Option by clicking on the Online Administrator’s Message link under Course Home.

Evaluation Methods

No extra credit assignments are permitted for any reason.

The course grade is determined by transferring the total number of points possible in the course to a percentage grade. There is no rounding of grades. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

Chamberlain College of Nursing students are expected to conduct themselves in an ethical and professional manner. All academic assignments, including papers, exams, projects, and in-class assignments must be the original work of the individual student unless otherwise specified by the instructor. Academic or clinical dishonesty are exceptionally serious offenses and may result in a failing grade on an assignment, failure in the course, or dismissal from the College.

Students agree that by taking this course all required papers, threaded discussions or other written learning activities may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment	Points	Weighting
Discussion (50 points per discussion, Weeks 1–8)	400	40%
Course Project: Caring for Populations: Milestone 1: Community Windshield Survey (Week 2)	150	15%
Course Project: Caring for Populations: Milestone 2: Vulnerable Population Assessment (Week 4)	225	22.5%
Course Project: Caring for Populations: Milestone 3: Intervention and Evaluation (Week 6)	225	22.5%
Total Points	1,000	100%

Participation: RN-to-BSN

In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.

1. Attendance

Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.

2. Guidelines and Rubric for Discussions

PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

• Demonstrate understanding of concepts for the week
• Integrate scholarly resources
• Engage in meaningful dialogue with classmates
• Express opinions clearly and logically, in a professional manner

Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.

Participation points: It is expected that you will meet the minimum participation requirement described above. If not:

• You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
• You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.

3. Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

4. Participation Guidelines

You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.

5. Grading Rubric

Discussion Criteria	A (100%) Outstanding or highest level of performance	B (87%) Very good or high level of performance	C (76%) Competent or satisfactory level of performance	F (0) Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points	Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 16 points	Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 14 points	Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 12 points	Minimally addresses the initial discussion question(s) or does not address the initial question(s). 0 points
Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points	Integrates evidence to support your discussion from: assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.* 12 points	Integrates evidence to support discussion from: assigned readings OR online lesson. Sources are credited.* 10 points	Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.* 9 points	Does not integrate any evidence. 0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points	Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 14 points	Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 12 points	Responds to a classmate and/or instructor but does not further the discussion. 10 points	No response post to another student or instructor. 0 points
Communicates in a professional manner. 8 points	Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 8 points	Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 7 points	Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 6 points	Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 0 points
PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T.	0 points lost Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.		-5 points Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days.	0 points lost Posts in the discussion at least three times AND on two different days.		-5 points Posts fewer than three times OR does not participate on at least two different days.
NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.
*** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.
NOTE: A zero is the lowest score that a student can be assigned.

6. Chamberlain Policies

Students are required to comply with Chamberlain College of Nursing’s academic policies. To access Chamberlain’s policy on academic integrity (and all other Chamberlain policies), please review the information in your Undergraduate Student Handbook, Undergraduate Catalog, and the policies outlined in this course.

The Undergraduate Catalog describes the technical requirements for students. Sufficient technology and Internet access is required to complete Chamberlain College of Nursing online classes. Technical requirements include, but are not limited to:

• Hardware/Software Requirements
  • Supported Operating Systems
  • Productivity Tools (Microsoft Office, VitalSource Bookshelf)
• Internet Access o Internet Connections
  • Email
  • Supported Browsers
  • Browser Settings
  • Plug-ins
• Screen Settings
• Hardware Specifications
  • Computer Internet Security
  • Operating System Updates

Chamberlain College of Nursing is committed to providing reasonable accommodations for eligible students with documented disabilities as defined by state and federal laws relating to the Americans with Disabilities Act (ADA). Our intent is to ensure that every student who makes a request for accommodations under ADA is advised of the accommodation process as promptly as possible. If you are a student with a verifiable documented disability, and you can provide medical documentation regarding this disability, then contact our ADA Officer at adaofficer@chamberlain.edu for more information on how to receive ADA accommodations in your online classes or fax your request to 630-596-1651.

Webliography

The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.

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