Utilize the nursing process in the protection, promotion, and optimization of health of individuals, families, and communities.

LECTURE: Independent Course

LABORATORY/CLINCAL: None

FACULTY: As Assigned

CREDITS: 2 credits; (2 hours theory)

CATALOG DESCRIPTION:

This is Part I of the capstone course. The student has the opportunity to assume primary responsibility for learning while pursuing an in-depth study in a specific area of nursing. The student develops a proposal that identifies an area of interest to research and to develop a project.

COURSE PRE/CO-REQUISITES:

NURS 451 Nursing Process and Health Promotion Groups/Community – Theory

NURS 452 Process and Health Promotion Groups/Community – Laboratory

STUDENT LEARNING OUTCOMES AND COURSE GOALS:

By the end of the semester, the student will:

Utilize the nursing process in the protection, promotion, and optimization of health of individuals, families, and communities.

Incorporate evidence-based findings into practice.

Demonstrate competencies in the care of individuals, families, and communities.

Collaborate with clients and other members of the health care team in the planning, coordination, and provision of care.

Provide culturally sensitive nursing care that reflects the worth, dignity, and uniqueness of individuals and groups.

Apply interpersonal and technological communication effectively.

Demonstrate leadership behaviors

Manifest personal and professional growth through role socialization as a professional nurse

Synthesize knowledge form nursing and related discipline in the acquisition of nursing knowledge, competencies, and values for professional practice

INSTRUCTIONAL PROCEDURES

Discussions, seminars, individual/faculty conferences, professional consultations as related to project development, use of reflective journal, and development of a proposal.

PROGRAM OUTCOMES

Program Outcomes Learning Outcomes/Course Goals
Utilizes the nursing process in the protection, promotion, and optimization of health of individuals, families, and communities. *
Incorporates evidence-based findings into practice. *
Demonstrates competencies in the care of individuals, families, and communities. *
Collaborates with clients and other members of the health care team in the planning, coordination, and provision of care. *
Provides culturally sensitive nursing care that reflects the worth, dignity, and uniqueness of individuals and groups. *
Applies interpersonal and technological communication effectively. *
Demonstrates leadership behaviors. *
Manifests personal and professional growth through role socialization as a professional nurse. *
Synthesizes knowledge from nursing and related disciplines in the acquisition of nursing knowledge, competencies, and values for professional practice. *

*This is the capstone course and the learning outcomes for the course are the same as the program outcomes

REQUIRED TEXTS

None

RECOMMENDED TEXTS

American Psychological Association. (2009). Publication Manual of the American

Psychological Association (6th ed.). American Psychological Association: Washington, D.C.

ADDITIONAL SUPPORTIVE READINGS

Alligood, M. R. & Tomey, A. M. (2006). Nursing theory: Utilization and application.

(3rd edition).Philadelphia: Mosby.

Bankert, E. & Amdur, R. J. (2006). Institutional review board: Management and function

(2nd edition). Boston: Jones and Bartlett

Bastable, S. B. (2003). Nurse as educator: Principles of teaching and learning for

nursing practice. . Boston: Jones and Bartlett

Braithwaite, R. L. (2000). Building health coalitions in the Black community. Thousand

Oaks, CA: Sage

Brink, P. J. (2001). Basic steps in planning nursing research: From question to proposal

(5th edition). Boston: Jones and Bartlett

Brockopp, D. F. & Hastings-Tolsma, M. (2003). Fundamentals of nursing

Research. Boston: Jones and Bartlett.

Browning, B. A. (2001). Grant writing for dummies. Somerset, NJ: Wiley.

Burns, N. & Grove, S. K. (2005). The practice of nursing research: Conduct, critique,

and utilization (Fifth edition). St. Louis: Saunders.

Clark, C. C. (2002). Health promotion in communities: Holistic and wellness

approaches. NY: Springer

Clark, C. C. (2005). The nurse as group leader. NY: Springer

Coley, S. M. & Scheinberg, C. A. (2000). Proposal writing. Thousand Oaks, CA: Sage

Collins, S. (2005). Foundation center’s goal for winning proposal. NY: Foundations

Center.

De chesnay. M. (2005). Caring for the Vulnerable. Boston: Jones and Bartlett

Demetrius. J. P. (2003). Public and community health nursing practice: A population

based approach. New Orleans: Louisiana State University Health Sciences.

Fain, J. A. (2004). Reading, understanding, and applying nursing research: A text and

workbook (second edition). Philadelphia: F. A. Davis

Geever, J. C. (2004). Foundation Center’s goal to proposal writing. NY: Foundations

Center.

Hawkins, J. & Haggerty, W. (2003). Diversity in health care research: Strategies for

multi-site, multidisciplinary, and multicultural protects. NY: Springer

Kulakowski, B. C. & Chronister, L. U. (2006). Research administration and

mangagement. Boston: Jones and Bartlett.

Milhouse, V. H., Asante, M.K. A., & Nwosie, P.O. (2001). Transcultural realities:

interdisciplinary perspectives on cross-cultural relations. Thousand Oak, CA:

Sage

Ogden, T. E. & Goldberg, I. A. (2003) Research proposals: A guide to success (3rd

edition). FL: Academic Press.

Pender, C. L., Murdaugh, C. L., & Parsons, M. A. (2006). Health promotion in nursing

practice. Upper Saddle River, NJ: Prentice Hall.

Redman, B. K. (2004). Advances in patient education. NY: Springer

Rigolosi, E. L. M. (2005). Management and leadership in nursing and

health care: An experiential approach. NY: Springer.

Wolcott, H.F. (2001). Writing up qualitative research. Thousand Oaks, CA: Sage

Zerwekh, J.V. (2006). Nursing care at the end of life: Palliative care for patients and

families. Philadelphia: F. A. Davis

Periodicals

Aveyard,H. (2000). Is there a concept of autonomy that can usefully inform

nursing practice? Journal of Advanced Nursing, 32 (2) 352-358.

Byrne, M. W., & Keefe, M. R. (2002). Building research competence in nursing through

Mentoring. Journal of Nursing Scholarship, 34(4), 391-396

Hinshaw, A. S. (2000). Nursing knowledge for the 21st century: Opportunities and

challenges. Journal of Nursing Scholarship, 32(2): 117-123.

Ingersoll, G., Fisher, M., Ross, B., Soja, M., & Kidd, N. (2001). Employee response to

major organizational redesign. Applied Nursing Research, 14(1), 18-28

McCutebean, J. & Pincarabe, J. (2001). Intuition: An important tool in the practice

nursing. Journal of Advanced Nursing, 35(3): 342-348.

Pravikoff, D. S., Tanner, A. B., & Pierce, S. T. (2005). Readiness of US nurses for

evidence-based practice. American Journal of Nursing, 105(9), 40-51

Retsas. A. (2000). Barriers to using research evidence in nursing practice. Journal of

Advanced Nursing, 31(3). 599-606

Tasiouras, D. (2000). What makes a good proposal in “real people language.”

Grassroots Fundraising Journal, 2, 10-12.

Web

http://www.pitt.edu/