NURS 7306-001 DNP Project
All students are responsible for checking their UTHSCSA Livemail account regularly (i.e., daily or several times every week) to obtain Official University Communication regarding their courses, program and student status.
Students are expected to follow all policies related to COVID-19 found on the university webpage: https://wp.uthscsa.edu/coronavirus/.
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
Please be sure to check the Current Computer Requirements
Welcome to your second semester of the DNP Project course!
Students should be working with their faculty chairs on continuous monitoring and improving their projects and measuring their outcomes.
The first class meeting is scheduled for January 24th, 8-9:50am.
The other dates to reserve for your class time are the following:
February 28th at 8-9:50am
March 28th at 8-9:50am
April 25th at 8-9:50am
Please let me know if you have any questions!
FACULTY CONTACT INFORMATION
Gretchel Gealogo Brown, PhD, RN, Assistant Professor
Cynthia Linkes, DNP, MSN-CNS, RN, CPHQ, Assistant Professor / Clinical
M. Danet Lapiz Bluhm, PhD, RN, MSCI, FAAN, Associate Professor
Susan M. McDonald, PhD, APRN, CPNP-PC, Associate Professor / Clinical
Cindy Wall, PhD, APRN, PCNS-BC, CNE, Assistant Professor / Clinical
Brandi Farrell, DNP, CPNP-AC, PC, Assistant Professor / Clinical
Peter Andrew Francisco de Asis Guarnero, PhD, MSc Clinical Research, Assistant Professor / Clinical
Marta E. Vives, DNP, FPMH-NP-BC, PMH-CNS-BC, LTC, USA (Ret.), Assistant Professor / Clinical
Bertha E. “Penny” Flores, PhD, APRN, WHNP-BC, Assistant Professor
Mary Salazar, DNP, MSN, RN, ANP-BC, Director of Oncology Patient Experience, Adjunct Faculty
Kathryn Parke, DNP, APRN, CPNP, Associate Professor / Clinical
Karen Walker Schwab, PhD, APRN, CPNP-PC, Assistant Professor / Clinical
Sara Gill, PhD, RN, IBCLC, FAAN, Professor, Associate Dean for Graduate Studies
Heidi J. Worabo, DNP, APRN, FNP-BC, FAANP, Associate Professor / Clinical, Course Coordinator
Wesley Richardson, PhD, MSN, RN, CNL, Assistant Professor
Nancy McGowan, PhD, RN, CEN, Associate Professor / Clinical
Azizeh Sowan, PhD, RN, MSN, MSDA, MBA, Associate Professor
Amanda Bridges, DNP, MSN, RN, ACNP-BC, Assistant Professor/Clinical
Paula Christianson-Silva, DNP, FNP-BC, ANP-BC, Assistant Professor / Clinical
Christiane Meireles, PhD, RDN, LD, Clinical Assistant Professor
Kenneth Miller, PhD, MJ, APRN, CFNP, FAAN, FAANP, Endowed Professorship
Maria Saldiva, DNP, APRN, FNP-BC, Assistant Professor / Clinical
This course provides students with clinical specialty immersion experience to plan, design, implement, and evaluate the DNP Project. The role of the DNP as leader and innovator in complex organizational systems will be discussed as it relates to knowledge translation, implementation, and evaluation. Milestones for project completion are determined for each semester.
NURS 6436 Adult Gerontology Acute Care Nurse Practitioner (AGACNP) Diagnosis and Management: Concepts & Theory 2
NURS 6454 Family Nurse Practitioner (FNP) Diagnosis and Management: Concepts & Theory 2
NURS 6411 Psychiatric Mental Health Nurse Practitioner (PMHNP) Diagnosis and Management: Concepts & Theory 2
NURS 6422 Pediatric Nurse Practitioner-Primary Care (PNP-PC) Diagnosis and Management: Concepts & Theory 2
PREREQUISITES or COREQUISITES
NURS 6235 Adult Gerontology Acute Care Nurse Practitioner (AGACNP) Diagnosis and Management: Concepts & Theory 3
NURS 6254 Family Nurse Practitioner (FNP) Diagnosis and Management: Concepts & Theory 3
NURS 6219 Psychiatric Mental Health Nurse Practitioner (PMHNP) Diagnosis and Management: Concepts & Theory 3
NURS 6224 Pediatric Nurse Practitioner-Primary Care (PNP-PC) Diagnosis and Management: Concepts & Theory 3
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.
1. Synthesize evidence to inform the design and implementation of the DNP Project. (DNP Essentials I, II, III, V, VI, VII; NONPF Competencies: Scientific Foundation 1, 3, 4, Quality 1, 2, 3, 5, Practice Inquiry 4, 6, Health Delivery System 1)
2. Critically analyze the organizational context to further inform the design and implementation of the DNP Project. (DNP Essentials I, II, III, IV, V, VI, VII; NONPF Competencies: Health Delivery System 1, 2, 3, 6, Leadership 1, 5)
3. Apply analytical methods and evidence to implement and evaluate system improvements. (DNP Essentials I, III; NONPF Competencies: Scientific Foundation 1, Quality 1, 2)
4. Analyze and interpret data related to DNP project outcomes. (DNP Essentials I, III; NONPF Competencies: Scientific Foundation 1, Quality 1, 2)
5. Discuss initial findings with DNP project committee. (DNP Essentials VI; NONPF Competencies: Scientific Foundation 3, Leadership 6, Practice Inquiry 5)
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
CRITERIA FOR EVALUATION / GRADESFOR 7306 SEMESTER 2 (SPRING 2022)
Participation & Professionalism
Attends and participates in large and small group discussions in a professional, collaborative manner.
DNP Project Draft of Paper (Phases 1-4)
DNP Project Mock Presentation
Peer Edits of Paper and Presentation Drafts
Student must earn 80% or greater for a grade of Pass of the above items.
DNP Project Implementation Practicum Hours Log (180 hours)
DNP Project hours are logged in Typhon and approved by the co-chairs. Must total 180 hours at minimum to pass the course.
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.
The APA Publication Manual 7th 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.
PROFESSIONAL CODE OF CONDUCT
Students who are nurses or are preparing to enter the profession of nursing are expected to treat others with respect and compassion. “The principle of respect for persons extends to all individuals with whom the nurse interacts. The nurse maintains compassionate and caring relationships with colleagues and others with a commitment to the fair treatment of individuals, to integrity-preserving compromise and to resolving conflict. This standard of conduct precludes any and all prejudicial actions, any form of harassment or threatening behavior, or disregard for the effects of one’s actions on others” (American Nurses Association Code for Nurses, Interpretive Statement 1.5).
The students, faculty, Department Chairs, Associate Deans, and the Dean of the School of Nursing of the University Texas Health Science Center San Antonio subscribe to the highest standards of conduct. Our aim is professional behavior beyond reproach. Failure to abide by the signed code of professional conduct may lead to suspension and/or permanent dismissal from the UTHSCSA SON. In particular, we subscribe to the provisions of the Code of Ethics for Nurses (http://bit.ly/1mtD5p2) and the following points of conduct.
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
previous course references.
RECOMMENDED (OPTIONAL) TEXT / REFERENCE
Previous course references
Measuring outcomes, continuous improvement, and evaluation.
Continue to build the professional portfolio reflecting the DNP Essentials.
CALENDAR - 1st Day Only
Please check the schedule for recent updates on Class Dates & Room.
January 24th 8-9:50am.
Classroom to be announced at a later date.
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