Educational Policies Committee
Tuesday, April 19, 2005
Members Present: Corinne Winter, David O’Connell, Ragene Gwin, Bill Hixon, Tom Hill, Martin Hansen, Mara Adams, Kari Rogers, Lori Rodrigues-Fisher, Jeremy Burke, Bill McAleer.
Members not present: Barb Wiese, Kim Bennett.
Guests: Lew Sanborne, Neil MacNaughton, Delores Hilden, Linda Brown, Rick Dienesch.
1, Approval of Minutes
Motion to approve the minutes of April 5, 2005: Kari Rogers; Second: Bill Hixon. Minutes approved.
2. Change in Economic
Major, Minor and Pre-Requisites
Motion to approve: Kari Rogers; Second: Bill Hixon
(Summary of the proposal as submitted in writing to EPC.)
The current Economics major requires 18 hours of economics above Econ 201, 202 including Econ 312, 313; and one of the following Econ 329 or 331. To provide more flexibility for the students, the department would like to change this by eliminating the requirement to take either Econ 329 or Econ 331. Thus, the requirement would simply be
18 hours of economics above Econ 201, 202 including Econ 312, 313.
The current Economics minor requires Acct 201,202, Stbe 337, Econ 201, 202; nine additional credits in 300-level or higher economics. To provide a stronger economics background and to adjust to the other COB minors, the department would like to change the nine additional credits in 300-level or higher economics to a requirement of twelve additional credits in 300-level or higher economics.
The department proposes a change of prerequisites for the following courses:
Econ 321: currently Econ 201,202
Change to Econ 201,202 and Econ 313 or permission of instructor
Econ 329: currently Econ 201,202
Change to Econ 201,202 and Econ 312 or permission of instructor
Econ 313: currently Econ 201,202 and Stbe 205.
Change to Econ 201,202
Questions & Discussion:
Linda Brown noted that these changes were designed to strengthen the Economics major, as none of the upper level economic courses have prerequisites and the department felt that they should be added. These changes also give the Economics major more flexibility to attract new majors. Changes to the minor make it more in keeping with other minors.
Bill Hixon: Noted that ECON 313 was losing a prerequisite, and asked what the department was wishing to accomplish with the proposed change.
Linda Brown: The listed prerequisite no longer exists.
Proposed changes were approved.
3. New Master’s of Science in Nursing with emphasis in nursing administration
Motion to approve: Martin Hansen; Second: David O’Connell
(Summary of program as submitted in writing to EPC.)
Introductory Note: The proposal for this new major has gone to the Iowa Board of Nursing and the department is anticipating approval. Once formal approval from the state has been established, the department will notify EPC.
The Department of Nursing is proposing a Masters of Science in Nursing with an emphasis in Nursing Administration; an advanced degree is to prepare nurses in the advanced role of a nurse administrator. The Department believes that the University needs to take advantage of the available expertise in the areas of finance, business administration, and ethics, which will assist advanced-practice nurses in obtaining a more comprehensive, interdisciplinary understanding of the complexities of health care administration, and specifically nursing administration.
In the process of
developing this curriculum, the Department has examined and discussed other
nursing administration master’s programs. The Iowa Board of Nursing (IBON),
state regulatory body, and the American Association of Colleges of Nursing
(AACN), accreditation body for master programs in nursing, have been contacted.
It is firmly believed that the Department has included the core curriculum
requirements as set out by AACN in The Essentials of Master’s Education
(1996, most recent edition) and the Iowa Board of Nursing (IBON) in 655,
chapter 2.5(4) of the
The Department of Nursing, as an integral part of
The Department of Nursing
supports the beliefs of
People are holistic and live in dynamic environments. They are worthy of respect, dignity, and justice. People function as individuals and within groups, families, organizations, and communities. They have a life-long capacity for growth.
Health is a dynamic state of being. It incorporates all levels of wellness and illness, and is determined by internal and external environments. Individuals’, families’, and societies’ perceptions of health influence their behavior toward maintaining and optimizing the equilibrium of the environments.
Environment comprises the
internal and external forces which impact health. The environment includes physical,
psychological, spiritual, economic, cultural, geographic, technological,
social, and political forces. The
interaction between the nurse and the client occurs within the context of
dynamic environments.
Nursing is a dynamic,
autonomous profession. Nurses are
concerned with people in interaction with their environments. The nursing process, incorporating
intellectual, interpersonal, and technical competencies, frames the delivery of
nursing care to individuals, families, and communities. The purpose of nursing is to achieve outcomes
of health promotion, health maintenance, illness management, health
restoration, or death with dignity.
Outcomes are achieved using a caring, holistic approach. Nursing practice encompasses many roles including
clinician, teacher, counselor, consultant, collaborator, nurturer, and manager.
Within these roles, the nurse serves as client advocate and change agent in
providing care in a variety of settings.
The nursing profession advances through the input of its members. Nurses have the responsibility to support the profession through: membership in the professional organization, leadership, scholarly endeavors, and political activity.
Education for the practice of professional nursing is a continual process. Baccalaureate nursing education prepares graduates for entry-level professional practice in a wide variety of health care settings. This education is built on a foundation in the liberal arts, and the behavioral and biophysical sciences, and provides opportunities to increase the ability to think critically, to intervene responsibly, and to communicate effectively.
Graduate students are prepared at the advanced level to function in nursing management. These students are prepared to function in leadership roles in a variety of settings. Graduate education is built upon a foundation that is based on nursing, management, and leadership theory, and research. This foundation will provide students the opportunity to manage ethically and effectively in the evolving interdisciplinary healthcare environment.
These programs serves as a basis for further graduate study and continued life long learning.
Educators and students comprise a community of learners. Educators facilitate learning and provide an environment that engenders freedom and respect for all participants, encourages the spirit of inquiry, fosters the development of self-direction and personal responsibility, and empowers students to be active participants in the learning process.
1. Develop professional nurse leaders who use ethics, research, and theory to guide their practice.
2. Develop leadership for the achievement of organizational planning, analysis, and initiation of change.
3. To prepare program graduates to pursue doctoral education.
1. Apply research to nursing practice, leadership, and management.
2. Develop management and leadership strategies to promote quality outcomes in health care delivery.
3. Synthesize concepts and theories from nursing, and management to form the basis for practice.
4. Evaluate ethical/legal/ financial considerations in healthcare decision-making.
Curriculum:
Core courses we have
identified are based on The
Essentials of Master’s Education published by AACN. For this
master’s proposal, portions of the core requirements are woven into the dual
listed courses. AACN was contacted
specifically with the concern of dual listing courses and we were informed that
the courses we listed as being both nursing and business would meet the
requirements for core courses. The curriculum, along with core courses, and
course hours are very consistent with SAU’s other graduate degree programs.
The Curriculum will
involve a 36-hour graduate program delivered in an accelerated format of
eight-week courses through the College for Professional Studies. Courses may be
taught at Genesis Health System facilities and at the CPS, all rooms where
classes are to be held are considered smart rooms. All courses are 3-hour courses. Table A lays
out the proposed schedule of courses. Please see appendix A for four point
course descriptions and syllabi of existing courses.
Table A
|
|
|
|
|
|
Sample Schedule |
All classes in 8 week format |
|
|
|
Year one |
Fall 05 |
Spring 06 |
Summer 06 |
|
|
First Session |
First Session |
First Session |
|
|
Nursing/MBAH 527 |
Nursing/MBHA 636 |
Nursing 640 |
|
|
Economic Analysis in Healthcare Management |
Legal Issues in Health Care |
Nursing Management-Professional Role Development |
|
|
Second Session |
Second Session |
Second Session |
|
|
Nursing/MBA 621 |
Nursing/MBAH 799 |
Nursing 600 |
|
|
Organizational Theory, Behavior and Communication |
Professional Ethics in Health Care Management |
Nursing Science and Inquiry |
|
|
|
|
|
|
Year Two |
Fall 06 |
Spring 07 |
Summer 07 |
|
|
First Session |
First Session |
First Session |
|
|
Nursing/MBAH 756 |
Nursing 610 |
Nursing/MBAH 805 |
|
|
Information Systems Management in Healthcare |
Research Utilization |
Selected Issues in Health Care Management (Policy Issues) |
|
|
Second Session |
Second Session |
Second Session |
|
|
Nursing 620 |
Nursing/MBAH 686 |
Nursing 650 |
|
|
Human Diversity, Social Issues in Health Promotion and Disease
Prevention |
Health Care Professional Management Issues |
Capstone Practicum/Project/Thesis |
Listed
by section of the AACN The Essentials
of Master’s Education are the core courses:
Section I of The
Essentials of Master’s Education requires a research course that prepares
the nurse at the master’s level to utilize new nursing knowledge in regards to
providing quality health care, initiating change, and to improve nursing
practice. The two core courses below are directly related to this standard.
·
Nursing 610
- Research Utilization. This course
is designed to focus on research design and analysis to examine, apply, and
utilize nursing science. It is an overview of current issues in nursing
knowledge development, which includes the process of research utilization.
Students are prepared to conduct analytical critiques of research literature
for scientific merit and to synthesize these critiques for application into
practice. This includes understanding statistics, how data is stored and
retrieved, the use of databases, and the ability to effectively write and
communicate. Course to be taught in spring 2007 and to developed in next
academic year.
· Nursing 650 – Capstone Project. This course is designed to incorporate material from previous courses including Nursing 610. Students are expected to look specifically at incorporating aspects of research utilization into this project. The capstone project requires that students put into practice what has been learned in the program. This project may be in the form of a thesis, project report, or presentation. Work completed in this project is expected to be of publishable quality, and as such it is highly recommended that it be submitted for publication. Course to be taught in 2007 and to be developed in next academic year.
Section II of The
Essentials of Master’s Education requires that all graduates of master’s in
nursing education have a “keen understanding of health care policy,
organization, and financing of health care.” These issues, while core to any
nursing specialty of advanced nursing practice, are the cornerstones for
nursing administration. In light of this, the Department of Nursing believes
that it is vital that these courses have experts in these fields teach and
guide these courses. The following core courses are designed to prepare nurse
administrators to function in leadership roles where they will be managing
human, fiscal and physical health care resources while at the same time
recognizing and incorporating the principles of the primary health care as
defined by the World Health Organization. Whereas these courses specifically
address the issues raised in Section II of The Essentials of Master’s
Education the issue of professional role development is integrated
throughout the curriculum and examined more closely in Nursing 640 Nursing
Administration.
·
Nursing/MBAH
805 – Selected Issues in Health Care Management- Health Policy. Incorporating the principles of primary care,
students will be examining how health care policy is formulated, which, will
include analyzing the policy research relevant to health care delivery, the
legislative and regulatory processes and how these apply to the interaction of
regulation and quality control. Trends and issues concerning health care public
policy at the local state, national, and international levels will be examined.
Already existing and approved course.
·
Nursing/MBA
621 – Organizational Theory, Behavior and Communication. This course is designed to be a foundation course,
in conjunction with Nursing 640 Nursing Administration, which examines
organizations (for-profit and non-profit) as complex systems. It provides a
base for the understanding of administrative/leadership styles, motivation, and
group dynamics. There is special emphasis on organizational communication. Already
existing and approved course.
·
Nursing 640
– Nursing Administration. This
course follows and builds upon the theories learned in the Nursing/MBA 621
course. The course examines the functions, responsibilities of a nurse
administrator. Emphasis will be placed upon the role of the nurse administrator
and advanced practice nurses in regard to how health care systems are organized
including community and population based systems. The delivery of health care
will be examined in a variety of setting including acute, ambulatory care,
managed, and integrated care. Students
will gain an understanding of community, and the organization of community
based systems of care, which will include the essential components of
community, community assessment, and community health care systems. Course
to be developed next academic year, will be taught in summer of 2006.
·
Nursing/MBAH
527 – Economic Analysis in Healthcare Management. This course directly relates to the essentials
requirement, as the content will aid students in developing and understanding
and familiarity with health care financing. Students will evaluate
reimbursement strategies, social and political factors that affect the usage of
health facilities and the payment of services, and changes in the patterns of
health care providers. Budgeting and financial management are considered in
relation to these issues including when to seek services from external sources.
Trends in business forecasting that influence both non-profit and for-profit
organizations are studied. Already existing and approved course.
Section III of The
Essentials of Master’s Education calls for nurses in graduate level
education to develop an understanding of the principles, personal values, and
beliefs that provide a framework for nursing practice. The following core
course is directly related to this standard.
·
Nursing/MBAH
799 Professional Ethics in Health Care Management. This course will incorporate the common ethical
dilemmas such as living wills, organ donation, medical experimentation, etc.,
and the ways in which these dilemmas impact patient care. Examination of the development of systems to
evaluate decision-making and the processes necessary to act upon these
decisions will be included. Throughout the course students will be examining
how their role as nursing leaders affects ethical decision-making based on
their personal and organizational beliefs, values, and perspectives. Already
existing and approved course.
Section IV of The Essentials of Master’s Education calls for the operationalizing of the theoretical principles and norms within the specialty area of practice. Throughout the coursework completed by students there is an emphasis placed on their advanced role as a nursing leader. Because the coursework is interdisciplinary, learning to work, collaborate and communicate with other professionals is essential to completing the program. The class Nursing 640 Nursing Administration Professional Role Development builds upon previous course work. While this is a separate and distinct course many of the issues to be examined as called forth in The Essentials of Master’s Education will be elucidated.
·
Nursing 640 Nursing Administration –
Professional Role Development. This course will examine advanced practice
nursing in general and more specifically in the nurse administrator role. It
will incorporate course work as previously stated. In addition, it will actualize
the role of a nurse administrator/manager of systems; this will be accomplished
by requiring a portion of the course to include a preceptorship with an
existing nurse leader in either an acute care or community setting. Course
to be developed next academic year, will be taught in summer of 2006.
·
Nursing 600
– Theoretical Foundation of Nursing Practice. This course will incorporate theories from nursing
and a wide range of fields. Course work will include critiquing and evaluating
a variety of theories. Students will learn how to apply appropriate theories
from nursing and related fields to provide high quality health care. Course
to be developed next academic year, will be taught in summer of 2006.
Assessment:
The assessment plan for the MSN program will involve both student and program assessment.
Student Assessment:
The first assessment benchmark will occur in the Nursing 640 Nursing Management – Professional Role Development course during the student’s first summer semester. Essential skills obtained from previous course work will be incorporated into each student’s performance during a preceptorship, which will be assessed by the instructor with feedback from the student’s preceptor.
The final overall assessment benchmark will occur in the Nursing 650 Capstone class. Students are expected to complete either a project report, presentation, or thesis. At this time a committee of teachers from the program will assess each student’s work to ensure that it covers the essential skills required and scored in relation to the rubric (to be developed).
In addition to the above benchmarks, the success of the curriculum will also be assessed through the following indicators:
1. Number of students hired in nursing administrative roles within 1 year of graduation.
2. Surveys of graduates relative to the curriculum.
3. Surveys of employers relative to the performance of the graduates.
Program
Assessment:
The overall program will be assessed through the use of student course evaluations and follow-along surveys of graduates. These assessments will contain assessments of the individual outcomes presented earlier.
In addition, an advisory committee will be formed to discuss the programs needs relative to curriculum revisions.
Program Entry and continuation requirements:
Entry Requirements:
1. Undergraduate GPA of 3.00
2. Personal statement of education and career goals.
3. GRE with writing assessment (may be waived at the discretion of the program director).
4. RN
license in
5. Three letters of reference – one must be from a nurse prepared at the Masters level.
6. Work experience as an RN.
7. Official transcript.
8. Curriculum Vita.
9. Interview.
10. Background check as required by the IBON.
11. SAU student report of medical history.
12. Membership in ANA or AONE.
13. Graduate statistics course within 5 years of nursing research course.
14. Health and physical assessment course in undergraduate nursing program.
15. BSN degree.
16. Tofel score of 650 if English is not first language.
Continuation Requirements:
1. Maintain a minimum of a “B” average in all coursework.
2. No more than one “C” grade offset by an “A” grade.
Transfer credits:
Students can transfer a maximum of nine credits from another accredited institution providing these credits are approved by the program director are not more than five years old.
APPENDIX A
Four Point Fact Sheets and Syllabi
Course Fact Sheets for Departments Program Review
1.TITLE AND DESCRIPTION: What are the name, number, credit hour allocation, prerequisites, and frequency of offering and catalogue description of the course?
Nursing 600: Theoretical Foundations of Nursing Practice 3 credits offered once per year
This course will
incorporate theories from nursing and a wide range of fields. Course work will
include critiquing and evaluating a variety of theories. Students will learn how
to apply appropriate theories from nursing and related fields to provide high
quality health care.
2.RATIONALE: How does the course fit into the departmental & general educational program? What need does this course fill? What are the learning outcomes for the major (program) it is intended to meet? Explain the credit hours and level.
Advance practice nurses provide care that focuses on the whole of a person’s/population’s health and illness experiences. This course allows the nurse clinician to incorporate a range of theories that allows the development of a comprehensive and holistic approach to care. This course provides a theoretical foundation of nursing practice as discussed in The Essentials of Master’s Education. Outcomes to be covered:
1. Graduate students will be prepared to critique, evaluate, and analyze a variety of nursing and related field theories into their own practice.
2. Apply and utilize appropriate theories from nursing and related fields to provide high quality health care to patients.
3. Understand the health care delivery system in which they practice through the application of appropriate theories.
3.RELATIONSHIP TO OTHER COURSES: If this course is similar to another course in the catalogue, explain why both courses should exist or suggest whether something should be dropped or changed.
This course is not similar to any other course.
4. COURSE RESOURCES: In what format will the course be offered (traditional, electronic, web-based, ICN, accelerated)? Are the resources (library, specialized course materials, supplies, software, facilities, etc.) available to deliver this course in the proposed format?
This course will be offered in an accelerated eight-week format. Current library resources and facilities are appropriate for this course.
Course Fact Sheets for Departments Program Review
1.TITLE AND DESCRIPTION: What are the name, number, credit hour allocation, prerequisites, and frequency of offering and catalogue description of the course?
Nursing 610 - Research Utilization. 3 credits, offered once per year
Prerequisite – Graduate level statistics within five years of starting program.
This course is designed to focus on research design and analysis to examine, apply, and utilize nursing science. It is an overview of current issues in nursing knowledge development, which includes the process of research utilization. Students are prepared to conduct analytical critiques of research literature for scientific merit and to synthesize these critiques for application into practice. This includes understanding statistics, how data is stored and retrieved, the use of databases, and the ability to effectively write and communicate.
2.RATIONALE: How does the course fit into the departmental & general educational program? What need does this course fill? What are the learning outcomes for the major (program) it is intended to meet? Explain the credit hours and level.
The purpose of a research course at the master’s level is to prepare a practitioner for the utilization of new knowledge to provide high quality health care, initiate change, and improve nursing practice. The goal is to prepare a clinician who is proficient at the utilization of research including the evaluation of research, problem identification with in the clinical practice setting, awareness of practice outcomes, and the clinical application of research. This course provides students with the ability to integrate research into nursing practice as discussed in The Essentials of Master’s Education. Outcomes to be covered:
1. Access current and relevant data needed to answer questions identified in one’s nursing practice.
2. Utilize new knowledge to analyze the outcomes of nursing interventions, to initiate change and to improve practice.
3. Use computer hardware and appropriate software, and to understand statistics and research methods.
4. Utilize information systems for the storage and retrieval of data, consistent with the particular population focus.
5. Initiate a line of inquiry into comprehensive databases in order to utilize available research in the practice of nursing.
6. Write and communicate effectively – identify a clinical problem, demonstrate an understanding of the research related to this problem, critically analyze the problem and current knowledge, and develop a strategy for the incorporation of the research into the treatment regimen.
3.RELATIONSHIP TO OTHER COURSES: If this course is similar to another course in the catalogue, explain why both courses should exist or suggest whether something should be dropped or changed.
This course is not similar to any other course.
4. COURSE RESOURCES: In what format will the course be offered (traditional, electronic, web-based, ICN, accelerated)? Are the resources (library, specialized course materials, supplies, software, facilities, etc.) available to deliver this course in the proposed format?
This course will be offered in an accelerated eight-week format. Current library resources and facilities are appropriate for this course.
Course Fact Sheets for Departments Program Review
1.TITLE AND DESCRIPTION: What are the name, number, credit hour allocation, prerequisites, and frequency of offering and catalogue description of the course?
Nursing 620: Human Diversity, Social Issues in Health Promotion and Disease. Prevention 3 credits, offered once per year
This course will aid in developing an understanding of cultural differences as it relates to the health status of client populations. Students will be expected to use principles of epidemiology to gather information about health promotion and disease prevention as it relates to population based care. Students will understand how to perform an in depth community assessment that fosters a multidisciplinary approach to empowering client populations to attain and maintain maximal functional wellness. A variety of topics will be discussed including cultural competency, basic epidemiology principles, genderism, sexism, and racism.
2.RATIONALE: How does the course fit into the departmental & general educational program? What need does this course fill? What are the learning outcomes for the major (program) it is intended to meet? Explain the credit hours and level.
Global awareness is necessary to provide culturally competent sensitive care. The inclusion of this content develops an understanding and appreciation of human diversity in health and illness and to assure the delivery of appropriate or individualized health care. Outcomes to be covered:
1. Perform a community assessment, utilizing appropriate epidemiological principles.
2. Differentiate and compare the wide range of cultural norms and health care practices of varied racial and ethnic backgrounds.
3. Define, design and implement culturally competent health care.
4. Ensure that systems meet the needs of the population(s) served and are culturally relevant.
5. Recognize the variants in health, including physiological variations, in a wide range of cultural, racial, ethnic, age, and gender groups that may influence the assessment and plan of care.
6. Practice in collaboration with a multicultural work force.
3.RELATIONSHIP TO OTHER COURSES: If this course is similar to another course in the catalogue, explain why both courses should exist or suggest whether something should be dropped or changed.
This course is not similar to any other course.
4. COURSE RESOURCES: In what format will the course be offered (traditional, electronic, web-based, ICN, accelerated)? Are the resources (library, specialized course materials, supplies, software, facilities, etc.) available to deliver this course in the proposed format?
This course will be offered in an accelerated eight-week format. Current library resources and facilities are appropriate for this course.
Course Fact Sheets for Departments Program Review
1.TITLE AND DESCRIPTION: What are the name, number, credit hour allocation, prerequisites, and frequency of offering and catalogue description of the course?
This course follows and builds upon the theories learned in the Nursing/MBA 621 course. The course examines the functions, responsibilities of the nurse administrator with an emphasis on the hospital setting. Emphasis includes the roles and behaviors for leading others and influencing health care delivery. Selected areas included in the course are leadership, motivation, power, role, teamwork, collaboration, change, entrepreneurship, nursing care delivery models, staffing, nursing minimum data sets, and patient classification systems.
2.RATIONALE: How does the course fit into the departmental & general educational program? What need does this course fill? What are the learning outcomes for the major (program) it is intended to meet? Explain the credit hours and level.
The content of this course will provide students with a clear understanding of the nursing profession, advanced practice nursing roles, the requirements for, and the regulation of these roles. The purpose of this course is to facilitate transition into the advanced nursing role and to integrate the new functions and activities of the advanced nursing role into the graduate’s professional practice. Outcomes to be covered;
1. Actualize/implement the advanced practice role of researcher, advocate, clinician, consultant, collaborator and manager of health care systems.
2. Effect change within the health care system, not merely to react to changes brought on by others – monitor changes that are occurring with in the health care system, through both internal and external forces, and make appropriate changes in order to improve the system, the delivery of health care, and healthcare outcomes.
3. Articulate differentiated advanced practice nurse roles to other health care professionals, policy makers and consumers.
3.RELATIONSHIP TO OTHER COURSES: If this course is similar to another course in the catalogue, explain why both courses should exist or suggest whether something should be dropped or changed.
This course is not similar to any other course.
4. COURSE RESOURCES: In what format will the course be offered (traditional, electronic, web-based, ICN, accelerated)? Are the resources (library, specialized course materials, supplies, software, facilities, etc.) available to deliver this course in the proposed format?
This course will be offered in an accelerated eight-week format. Current library resources and facilities are appropriate for this course.
Course Fact Sheets for Departments Program Review
1.TITLE AND DESCRIPTION: What are the name, number, credit hour allocation, prerequisites, and frequency of offering and catalogue description of the course?
Nursing 650 – Capstone Project. 3 credits offered as needed
This course is an individual project course designed to incorporate material from previous courses including Nursing 610. Students are expected to look specifically at incorporating aspects of research utilization into this project. The capstone project requires that students put into practice what has been learned in the program. This project may be in the form of a thesis, project report, or presentation. Work completed in this project is expected to be of publishable quality, and as such it is highly recommended that it be submitted for publication.
2.RATIONALE: How does the course fit into the departmental & general educational program? What need does this course fill? What are the learning outcomes for the major (program) it is intended to meet? Explain the credit hours and level.
This course is the accumulation of all previous course work and as such incorporates all previous course work. This is the final course that students will be enrolled in. Outcomes to be covered;
1. The incorporation of theory, and research into practice.
2. To effectively communicate findings to the practice environment.
3. To disseminate findings by submitting work for either publication or presentation.
3.RELATIONSHIP TO OTHER COURSES: If this course is similar to another course in the catalogue, explain why both courses should exist or suggest whether something should be dropped or changed.
This course is not similar to any other course.
4. COURSE RESOURCES: In what format will the course be offered (traditional, electronic, web-based, ICN, accelerated)? Are the resources (library, specialized course materials, supplies, software, facilities, etc.) available to deliver this course in the proposed format?
This course will be offered in an accelerated eight-week format. Current library resources and facilities are appropriate for this course.
(End of written submission.)
Questions & Discussion:
N. MacNaughton noted that the department was working with guidelines from AACN, along with state nursing guidelines, and has spoken with Allison Ambrose and Rick Dienesch with regards to incorporating MBA healthcare coursework into the proposed MSN program.
R. Dienesch indicated that the
N. MacNaughton emphasized the community need for this MSN program;
D. O’Connell asked about what sorts of nursing position would require an advanced degree with a business component.
D. Hilden responded that today, nurses are required to complete many duties that necessitate a business background, and these include responsibility for financial data, human resources issues, duties associated with facility utilization, the duties of a head nurse or a Chief of Patient Care officer at a hospital. Today, healthcare is moving towards a more decentralized system of management and nurses have to be able to dialogue with both the medical staff and the upper level management staff. Nurses have to manage medical and administrative areas and deal with community health issues; all of these trends in medicine are reasons why this degree is a timely response to community needs.
M. Adams asked about the differences between the proposed MSN program and a master’s degree in Clinical Leadership for nurses.
D.
B. Hixon asked if the research component had most of its focus on issues of management.
N. MacNaughton noted that his own master’s degree was in management; this was in keeping with national trends towards providing healthcare workers with management training. The proposed MSN curriculum would take business & management principles and apply them to nursing/healthcare issues for the research component of the program.
D. O’Connell asked if there was a trend in nursing to move towards doctoral programs, and would the first cohorts be comprised of only nursing students.
D. Hilden/N. MacNaughton confirmed that there was a trend in healthcare to move towards several options for doctoral programs, and the proposed MSN program would provide a good foundation for nurses wishing to advance to the DPN or Ph.D. level.
C. Winter asked if nursing students are working fulltime while pursuing this degree.
L. Rodrigues-Fisher said that it was common practice for nurses to be
employed fulltime while pursuing an advanced degree. Furthermore,
Motion to approved the proposal for establishing the Master’s of Science in Nursing program.
Motion approved.
4. Next meeting—April 26, 2005
Agenda: Joint Proposal from the Languages and International Studies Department and the Elementary/Early Childhood Education Department to add additional endorsements in French, German and Spanish at the elementary level.
Adjournment 3:50p.m.
Submitted
by Mara