NURS 7323-002 Design & Analysis for Evidence-Based Practice (EBP) Translational Science II
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NOTE: Our campus has enabled the CANVAS MOBILE LEARN application. CANVAS tools such as discussions, quizzes or videos May or May NOT function on all mobile devices. This is because mobile devices are available with rapidly changing and different configurations. Hence, students must not depend on only a mobile device to access course materials. Students must have access to a laptop or desktop device to access course materials and complete assignments.
This course is Web Enhanced with
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Welcome to NURS 7323: Design & Analysis for Evidence-Based Practice Translational Science II! We look forward to meeting all of you. Our first class will be face to face on Sunday, January 14 from 1:00 - 4:50 pm. Please bring your laptop to class to ensure that you can access all online content and materials.
FACULTY CONTACT INFORMATION
Frank Puga, PhD
Office Phone: 210-567-5846
Office: NS 2.668
OfficeHours: By Appointment
Wesley Richardson, PhD, MSN, RN, CNL
Office Phone: 210-567-5854
Office: NS 2.670
Office Hours: By Appointment
This course extends Evidence-Based Practice Translational Science I to refine the student’s ability to integrate research and knowledge into practice and evaluate impact on healthcare quality and safety and patient outcomes. Students will use advanced program evaluation research approaches and analytic methods to design and evaluate innovations in systems of care in terms of care processes and patient outcomes. The course emphasizes appropriate design and analytic approaches in translational science and explores ethical issues in translational science.
CREDIT AND TIME ALLOCATION
Credit Hour Allocation: 3 Semester Credit Hours
Clock Hour Allocation: 3 Clock Hours Class (45 hours class)
NURS 7301 Methods for EBP Translational Science I
Upon completion of the Doctor of Nursing Practice (DNP) Program students will:
- Integrate nursing science, ethics, biophysical, psychosocial, analytical, and organizational sources to provide the highest level of specialty nursing practices.
- Develop, implement, and evaluate healthcare practices in healthcare systems that ensure quality improvement and patient safety.
- Use analytic methods and evidence based practices to improve practice outcomes and the practice environment.
- Implement and evaluate ethical healthcare information systems and patient care technology to improve the quality of patient health outcomes and care systems.
- Advocate for healthcare practices that advance social justice, equity, and ethical policies within all healthcare arenas.
- Employ interprofessional collaborative teams to improve patient and population health outcomes and healthcare delivery systems.
- Lead the integration and institutionalization of (evidence based) clinical prevention and population based health guidelines.
- Use clinical judgment, systems thinking, accountability, and specialized knowledge to design, deliver, and evaluate evidence based, culturally proficient care to improve patient, population, and health systems outcomes.
- Design evidence-based improvements that promote safe, timely, effective, efficient, equitable, and patient-centered care.
- Critically appraise knowledge translation tools including practice guidelines for improving interprofessional practice and the practice environment.
- Analyze nurse-specific and interprofessional mechanisms to translate evidence into practice, transform health care organizations, and inform policy.
- Apply program evaluation and cost-effectiveness approaches to evaluate system and patient outcomes of evidence-based improvements.
- Utilize ethical principles in conducting investigations in improvement and organizational science.
- Examine strategies for sustaining evidence-based practice changes to improve healthcare and outcomes.
GRADING SCALE FOR GRADUATE COURSES
A = 4 points (90-100)
B = 3 points (80-89)
C = 2 points (75-79)
D = 1 point (66-74)
F = 0 points (65 or below)
CRITERIA FOR EVALUATION / GRADES
Further details and information on assignments and grading criteria are contained in the course information packet on CANVAS.
CELL PHONE POLICY
- Respect for classroom and clinical communication processes are necessary for teaching and learning.
- Silence mobile devices / cell phones in classrooms and clinical settings.
- Remove Bluetooth devices prior to entering the classroom and when in ANY clinical setting.
- Failure to do so can / will / may (depending on the faculty) either affect your class participation, clinical or final course grade.
Attendance in class is an expectation of each student.
- If written assignments are made in a course they are required.
- Students are expected to submit written work on the scheduled date and time.
- The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
- If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
- Each student is responsible for making sure that he or she has completed the written work prior to submission.
- Late work will be accepted with consequences as outlined per course syllabi.
The APA Publication Manual 6th edition is required for use in all nursing school programs.
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.
School of Nursing Netiquette Guidelines for Online Interaction
Netiquette guidelines provide information for behaving properly online, when using email, tweets or texts so that you may successfully communicate your thoughts in a manner that is respectful and avoids misunderstandings with others.
- Be courteous about what you say to or about others in any electronic format. In electronic communication the golden rule is "Remember the Human." Remember there is a real person with real feelings on the receiving end of your email or post.
- Be respectful and open to opinions and ideas that differ from yours. The exchange of diverse thoughts, ideas and opinions are an important part of the scholarly environment. Keep in mind that the people in your classes may come from different backgrounds and have views that may vary significantly from your own.
- Flaming (defined as posting of messages that are deliberately hostile and insulting in an online social context) is never appropriate. While everyone (learners and instructors alike) is encouraged to share ideas and opinions openly, you should never use insults or resort to name-calling even if you disagree strongly with what someone else has written.
- When responding to messages or posts made by others, address the ideas, not the person.
- It’s often best to avoid using sarcasm and humor online. Without social cues, such as facial expressions and body language, a remark meant as humorous could come across hurtful or offensive. Keep in mind that ‘emoticons’ (such as J) may not convey your tone or intent.
- Capitalizing whole words is generally seen as SHOUTING and is difficult for most people to read. Use all capital letters sparingly, such as to highlight an important word or point.
- Think and reread what you’ve written before you post! Make sure that what you’ve written makes sense (is clear and to the point).
- Remember you are responsible for the content you communicate on CANVAS. What you write represents you, so use appropriate language. Remember that all writing should be professional, consisting of complete sentences, and free of grammatical and spelling errors.
- Be aware that distributing copyrighted materials, such as articles and images, is illegal. Most of the materials on the Internet are copyrighted. The only time it’s ok to distribute materials from the Internet is when you are sure those materials are "fair use." To be safe, if you want to share materials with classmates and/or your instructor, share the web link or URL only.
- To avoid plagiarism, make sure you properly cite all source materials. All materials should be cited unless you are the author of the content.
- Protect your privileges in online communication (avoid posting spam or emailing chain letters).
Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.
REQUIRED TEXT / REFERENCE
Brownson, R. C., Colditz, G.A. & Proctor, E.K. (2012). Dissemination and Implementation Research in Health: Translating Science to Practice. New York: Oxford University Press. ISBN 978-0-19-97518-7.
Grol, R., Wensing, M., Eccles, M., & Davis, D. (2013). Improving Patient Care:The Implementation of Change in Health Care, 2nd Edition. Hoboken, NJ: Wiley Blackwell. ISBN 978-0-470-67338-6
Ovretveit, J. (2015). Evaluating Improvement and Implementation for Health. Dubuque, IA: McGraw-Hill Education. ISBN 9781308619743
Straus, S., Tetroe, J., & Graham, I.D. (2013). Knowledge Translation in Health Care: Moving from Evidence to Practice, 2nd Edition. Hoboken, NJ: Wiley-BMJ Books. ISBN 978-1-118-41354-8
RECOMMENDED (OPTIONAL) TEXT / REFERENCE
Moran, K., Burson, R., & Conrad, D (2017). The Doctor of Nursing Practice Scholarly Project, 2nd ed. Burlington, MA: Jones & Bartlett Learning. ISBN: 9781284079685
Kruger, R.A. & Casey, M.A. (2009). Focus Group: A Practical Guide for Applied Research, 4th ed. Thousand Oaks, Ca: Sage Publishers. ISBN# 978-1-4129-6947-5 (spiral)
Module I: Organizational Assessments to Support Improvement Activities
Module II: Theories and Frameworks to Guide Improvement and Implementation
Module III: DNP Project Design
Module IV: Measurement and Analysis for Improvement and Implementation
Module V: Sustaining Improvement Activities
CALENDAR - 1st Day Only
Please check the schedule for recent updates on Class Dates & Room.
For full calendar and course details, please refer to information posted in CANVAS.
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