revised syllabus 4.6.2015 · 3/3/2015 · 2. interpret the relationship between...

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***Revised syllabus 4.6.2015***

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COURSE SYLLABUS

COURSE NUMBER: NURS 542

COURSE TITLE: Population Focused Clinical Foundations for Healthcare Educators

CREDIT HOURS: 3 semester credit hours

COURSE FORMAT: Hybrid course (on-campus, in-class, and online activities)

CREDIT RATIO 3 credits (3 hours lecture/didactic)

COURSE FACULTY: Tracy Klein

Email: [email protected]

Office Location: WSU-Vancouver VLIB-210 G

Office Hours: By appointment

Office Phone: (360) 546-9142

PREREQUISITES: Graduate Standing

CO-REQUISITES: None

MEETING TIME: Weekly; Wednesdays, Fall Semester 2015 9 AM - Noon

MEETING LOCATION: SNRS 205 VLIB 201C

CATALOG DESCRIPTION: Synthesis and application of population health perspectives and educational and instructional best practices in teaching courses foundational to clinical practice. COURSE DESCRIPTION: This professional healthcare education course emphasizes the continued acquisition of knowledge, skills, and attitudes needed by nurse educators to successfully facilitate and assess learning in classroom courses foundational to clinical nursing practice. Specialized skills and methods used in the assessment of population health, as well as the analysis of pathology in populations and the role of pharmacological management in select population health challenges are examined. Additionally, the challenges, principles, and modern trends of teaching holistic health assessment across the lifespan to individuals, families and populations, pharmacological treatment of major health problems, and pathophysiological concepts across diverse client populations are explored as exemplars of foundational courses. STUDENT LEARNING OUTCOMES: 1. Apply theoretical constructs of teaching/learning and learning assessments to the teaching of

foundational courses such a pathophysiology, pharmacology, and health assessment. 2. Interpret the relationship between environmental and other social determinants of health on

population health status and how these concepts are effectively taught. 3. Incorporate contemporary pathologies affecting the health of the population including policy, political

and economic impacts in the development of instructional materials for clinical courses.

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*** Revised Syllabus 4.6.2015 ***

NURS 542 Course Syllabus

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4. Demonstrate culturally sensitive application of instructional design theory in the development of teaching materials for pathophysiology, pharmacology, and health assessment.

5. Develop skill in selection, use, and evaluation of instructional tools for both an integrated approach and separate course approach to teaching pathophysiology, pharmacology, and health assessment.

INSTRUCTIONAL STRATEGIES: This is a hybrid course that is primarily asynchronous. We will use the Angel course management system, email, the internet and WSU’s Academic Media System (AMS) videoconferencing system for class interactions and communication. Students are expected to have completed the assigned readings and other preparatory work as a basis for dialectic interaction (in class and online). Learning activities will include purposeful reading, online discussions and exercise and written papers. COURSE POLICIES: In general in this course and in all of the activities that are part of this class, all College of Nursing and Washington State University student handbooks and Graduate School guidelines, academic policies, and standards of conduct apply. Students are assumed to and responsible to be aware of these policies and standards as written and available on the University websites and in University publications. ASSIGNMENTS: Graduate level writing is expected. APA 6 for reference formatting. Written assignments Must be submitted to the digital drop box. Prepare assignments in Microsoft Word, save as a “.doc” or “.docx” file. Include 523, your last name and the assignment type in the doc title i.e. 523 Dotson Leadership Paper. For examples and information on APA, Endnote, Zotero, APA, and writing assistance resources, please go to http://libguides.wsulibs.wsu.edu/writing_help_wsu_spokane Assignments may not overlap with other courses without the written permission of all faculties involved. ATTENDANCE POLICY: Attendance is required at the five classes presented over AMS which are scheduled January 16, January 30, February 27, April 3 and May 1 from 6:10-9 pm. Students must notify faculty if an emergency forces absence as soon as possible. Except in the event of accident or documented illness, this notice should be no later than one hour prior to the scheduled class time, and should be via e-mail. Unexcused absence will result in a 10% decrease in participation grade. Faculty will negotiate make up with the student(s). COURSE CHANGES: Changes will not be made in the objectives of the course. Faculty reserves the right to make modifications in course activities and assignments which are intended to enhance student learning and respond to the needs of the class as the term progresses. Changes in assignments will be announced as early as possible in class and on ANGEL. IMPORTANT DATES AND DEADLINES: Students are encouraged to refer to the academic calendar often to be aware of critical University deadlines throughout the semester. The academic calendar can be found at www.registrar.wsu.edu/Registrar/Apps/AcadCal.ASPX.” INTERNET ACCESS: This course requires high-speed internet access. Dial-up options for internet will not permit you to view many of the assignments. If you do not have high-speed internet at home, then consider the public library, your work place (with permission), or other locations where you may be able to access course materials.


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LATE ASSIGNMENTS: Must be negotiated with faculty prior to due date posted in syllabus. If extension is granted, point reductions will be made. If no late date is negotiated, predetermined deadline stands. Assignments will not be accepted after the established or agreed upon deadline. MECHANISM OF COMMUNICATING WITH FACULTY AND PEERS: Email is the preferred method of communication. Faculty e-mail is checked daily, and typically responded to within 48 hours of receipt. To help manage email and give you the earliest attention possible, please put NXXX in the subject line. Students should make every effort to check e-mail and ANGEL 3-4 times per week. REQUIRED READINGS: Required readings beyond the textbooks will be available through the library E-Reserve system. Use this link to connect directly to the Reserve Readings page for this course: http://eres.wsulibs.wsu.edu/eres/coursepass.aspx?cid=94 In order to follow U.S. copyright law, please do not share it with anyone not a member of the course. WORKLOAD: This is a 3-semester credit, partially asynchronous graduate course. As a “hybrid” course it joins four class sessions with online assignments, discussion and learning on the other weeks of the semester. You are expected to MINIMALLY engage in course related activities based upon the WSU 3:1 ratio. That is, for each credit hour of a course, 3 hours of class work is expected, including class sessions and readings/assignments. Therefore, course commitment can be expected to average about 9 hours/week. ACADEMIC INTEGRITY: Academic integrity is the cornerstone of the university. You assume full responsibility for the content and integrity of the academic work you submit. You may collaborate with classmates on assignments, with the instructor's permission. However the guiding principle of academic integrity shall be that your submitted work, examinations, reports, and projects must be your own work. Sanctions for academic integrity violations may include receiving a failing grade for the assignment or examination, and may also include receiving a failing grade for the course. Any student who violates the University's standard of conduct relating to academic integrity will be referred to the Office of Student Conduct and may fail the assignment or the course. In some cases, the violation also may lead to the student’s dismissal from the WSU College of Nursing. You can learn more about Academic Integrity on your campus using the URL listed in the Academic Regulations section or to http://conduct.wsu.edu/academic-integrity-policies-and-resources. Please use these resources to ensure that you don’t inadvertently violate WSU's standard of conduct. Sanctions for academic integrity violations may include receiving a failing grade for the assignment or examination, and may also include receiving a failing grade for the course. In some cases, the violation also may lead to the student’s dismissal from the WSU College of Nursing. WSU’S CAMPUS SAFETY STATEMENT: Washington State University Spokane is committed to maintaining a safe environment for its faculty, staff, and students. Safety is the responsibility of every member of the campus community and individuals should know the appropriate actions to take when an emergency arises. As part of this commitment, the university has prepared a Campus Safety Plan for each campus. These plans include a listing of university policies, procedures, statistics and information relating to campus safety, emergency management and the health and welfare of the campus community. All students should go to the zzusis portal at http://zzusis.wsu.edu and register their emergency contact information for the Crisis Communication System (CCS). Enter your network ID and password and you will be taken to the zzusis portal page. Providing multiple contact methods will help ensure you receive notifications in a timely manner, and your information will NOT be used for any other purpose.

WSU-Pullman Campus Safety Plan http://safetyplan.wsu.edu


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WSU-Vancouver Campus Safety Plan http://www.vancouver.wsu.edu/safety-plan

WSU-Tri-Cities Campus Safety Plan http://www.tricity.wsu.edu/safetyplan/

WSU-Spokane Campus Safety Plan http://spokane.safetyplan.wsu.edu/

The University emergency management web site at http://oem.wsu.edu/emergencies. Information about emergencies can be found on the WSU ALERT site – http://alert.wsu.edu. Alert notices can also be found on each campus Alert Site.

Spokane: http://spokane.wsu.edu/services/Facilities/Safety_Security/ The WSU Spokane Campus Safety Plan contains a comprehensive listing of university policies, procedures, statistics, and information relating to campus safety, emergency management, and the health and welfare of the campus community. The Campus Safety Plan can be found at: http://spokane.wsu.edu/services/Facilities/campus-safety-plan/. Please visit this site to become familiar with the campus safety and emergency information provided. A link to the WSU Pullman Safety Plan is also available on this web site. Look for the “Spokane Emergency Information” box on the left side of the page and click the update link to be taken to the registration page where you can enter your cell, landline, and email contact information as well as arrange for emergency text messages to be sent to your cell phone.

Tri-Cities: Should there be a need to evacuate the building (e.g., fire alarm or some other critical event), students should meet the instructor at the blue light pole in the WEST or CIC Parking lot [use the parking lot for the building in which your class is located]. A more comprehensive explanation of the campus safety plan is available at www.tricity.wsu.edu/safetyplan. An emergency alert system is available and you can sign up for it at tricity.alert.wsu.edu.

Vancouver: WSU has made an emergency notification system available for faculty, students, and staff. Please register at zzusis with emergency contact information (cell, email, text, etc.). You may have been prompted to complete emergency contact information when registering for classes at RONet. In the event of a building evacuation, a map at each classroom entrance shows the evacuation point for each building. Please refer to it. Finally, in case of class cancellation campus-wide, please check local media, the WSU Vancouver web page and/or http://www.flashalert.net/. Individual class cancellations may be made at the discretion of the instructor. Each individual is expected to make the best decision for their personal circumstances, taking safety into account. Safety plan website.

WSU DISABILITY STATEMENT: Reasonable accommodations are available for students with a documented disability. If you have a disability and may need accommodations to fully participate in this class, please visit the Access Center on your campus. All accommodations MUST be approved through the appropriate Access Center. Please stop by or call 509-335-3417 to make an appointment with an Access Advisor. For more information contact a Disability Specialist on your home campus:

WSU-Pullman Access Center Washington Building, Room 217 509-335-3417

WSU-TriCities Disability Services http://www.tricity.wsu.edu/disability/ Student Services Department, West Bldg, Room 262 509-372-7352.


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WSU-Spokane Disability Services http://spokane.wsu.edu/students/current/StudentAffairs/disability/disabilitystatement.html Academic Center, Room 130 509-358-7534

WSU-Vancouver Disability Services http://studentaffairs.vancouver.wsu.edu/student-resource-center/disability-services VMMC, Lower Level 360-546-9138

Distance students may contact their ‘home’ campus office or may wish to access information at this website: http://drc.wsu.edu/default.asp?PageID=1799

LEARNING MANAGEMENT SYSTEM: Angel is the learning management system used by Washington State University to teach online portions of courses. To use the Angel course management system, you must first enroll in Angel. To enroll, you will need the user name and password assigned for use with MyWSU. To access Angel, go to: http://lms.wsu.edu. You will find the course syllabus in the section, “Syllabus.” The course readings are available on electronic reserves via the library and can be accessed in the section, “Lessons.” See http://ams.wsu.edu/Index.aspx for Academic Media Services to access video streamed classes and other information related to classroom use and videoconferencing. To access video stream sessions you will need the user name and password assigned for use with MyWSU. TEXTBOOKS AND LEARNING MATERIALS Required Textbooks: American Psychological Association. (2010). Publication manual of the American Psychological

Association, 6th Ed. Author: Washington, D.C. Billings, D.M., & Halstead, J.A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis,

MO: Elsevier Saunders. ISBN 9781455705511. Copstead, L. & Banasik, J. (2013). Pathophysiology, 5th Ed. St. Louis, Missouri: Elsevier. ISBN 978-1-

4557-2650-9. Curley, A. & Vitale, P. (2012) Population-Based Nursing: Concepts and Competencies for Advanced

Practice. New York, NY: Springer Publishing Co. ISBN 978082611 Each discussant student group will be responsible for choosing scholarly readings to augment those assigned by the instructor. Discussant groups will be assigned at the first class meeting. Check course calendar for your group’s assignment. Recommended Textbooks: Bastable, S. (2014). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, 4th

Ed. Sudbury, Mass: Jones and Bartlett Publishers. ISBN 13:9781449697501. Battle, C. (2009). Essentials of Public Health Biology: A Guide for the Study of Pathophysiology.

Sudbury, Mass: Jones and Bartlett Publishers. ISBN 13: 978076374464. EVALUATION Assignments & Grading Criteria: Grading of the course will be based upon the quality of the student’s attainment of the required activities. Students must complete all required assignments in order to pass the course.


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Graded Assignments Points Total Possible Points Population Pathology Case Study 30 30 Teaching module-combines 2 of the 3 Ps

50 50

Participation & Contributions Graded Discussion (x4)

5 20

Total 100 Population Pathology Case Study Assignment: 30 possible points. See below for directions & rubric.

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N542 Population Focused Clinical Foundations for Health Care Educators

Population Pathology Case Study

30 total points possible This assignment is weighted at 30% of your course grade. Purpose of the Assignment: The purpose of the Population Pathology Case Study is to examine the characteristics and impacts of a physiologic pathology on a population, and to investigate evidenced based management of the pathology with the selected population. Case studies are commonly used formats for health educators, and the expansion of the concept to a population level enhances the educators’ ability to encourage student development of group and community wide health care and strategies. Directions:

Conduct a preliminary literature review on topic(s) of interest. Identify a topic and population of interest. Submit to faculty for approval, revision or

refinement. Develop professional paper with the following components:

o Review of literature on the topic and population o Pathology

Etiology and Risk Factors of the condition/topic Brief description of pathological processes and variation in selected

population (if appropriate) o Assessment

Occurrence/influences of the condition on the selected population Genomic and environmental interplay and influence on the condition and

population Laboratory findings Diagnostic procedures

o Pharmacologic and interventional management New and emerging pharmacologic management and population access Evidence based interventions and cultural appropriateness for selected

population o Policy implications for population based management/intervention

Written Paper Guidelines

10 typed, double-spaced, 12-point font pages (page limitation does not include title page or references).

Must use APA 6th Edition formatting for paper format & references. Submit electronically via the assignment guidelines


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N542 Issues Paper Grading Rubric: 30 total points possible Topic Topic content Possible

Points Review of Literature Synthesis of relevant research (includes scholarly

literature and interviews, if appropriate), carefully critiquing the assumptions that underlie authors’/informants’ opinions. (26-30)

5

Pathophysiology Thorough description of pathophysiology and implication on select population.

5

Assessment Complete description of available data regarding incidence and occurrence in population.

5

Pharmacology & Interventions

Complete presentation of current and emerging pharmacologic and interventional.

5

Population Policy Implications and research implications

Comprehensive description of the practice implications and research opportunities.

5

Formatting Utilization of APA 6th edition format, grammar & spelling.

5

Teaching Module Assignment: 50 possible points. See directions & rubric below.

Teaching Module Assignment

50 total points possible This assignment is weighted at 50% of your course grade. Purpose of the Assignment: The purpose of the teaching module assignment is to synthesize the principles and challenges both from scientific and pedagogical domains when developing teaching materials for courses foundational to clinical practice. Theoretical, cultural, developmental, environmental, professional, and pedagogical aspects are examined and applied. Directions:

1. Population Selection - Select a population health topic of interest to you as an educator for development into a teaching module. The final module product needs to combine at a minimum 2 of the 3 P’s: pathophysiology, pharmacology, and holistic assessment across the lifespan.

2. Proposal Development - Develop a 1-2 page proposal of this module and submit it to the Drop Box in Angel in the Module Project Folder by the start of week 3. The proposal needs to include topic, rationale for topic choice, intended audience and setting, and outline of credible resources. WAIT for instructor feedback via the Drop Box before going further. 5 possible points.

3. Teaching Module Development - Using best evidence and current/classic sources develop your module and a grading rubric to evaluate it. 15 possible points. Your module and its evaluation rubric need to be ready to be presented & reviewed by your instructor by the end of week 8.

4. Delivery of module – You will be responsible for presenting your module in one of several settings. The choice of the module delivery setting is based on your current skills, knowledge, and abilities. Options include:


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a. Tegrity Video – Record yourself delivering the module for your identified target audience. If you have already presented two or more times in your coursework using Tegrity, it is suggested you chose an altnerate delivery mode.

b. 542 Class Presentation: You could present your module to your classmates via an AMS session of this course.

c. Videotape presentation to a different audience. Your instructor is available for help in choosing the delivery mode most useful to your learning. 20 possible points. Your module needs to be presented and a video, AMS or Tegrity recording available to your classmates by end of week 12.

5. Self Evaluation - The evaluation portion of this assignment is worth 10 possible points and is due by end of week 14. Evaluation is in 2 parts: your reflection of what you learned from doing this assignment and your evaluation of the module is worth up to 10 points. This evaluation should follow the grading rubric for this assignment and be posted to the DROP BOX in Angel by the due date posted on that folder.

6. Peer evaluation - by your classmates in your small discussion group will be graded Discussion Forum #4—Peer Evaluation of Module (5 possible points). Using the Critical Friend Format, your classmates will offer their comments. You are expected to read and respond to each of the 4 other discussants in your group. Recall that the critical friend at a minimum should be entered in the following format:

I particularly liked……. You might want to look at these resources..... Did you think about.... I wondered about....

N542 Teaching Module Grading Rubric: 50 total points possible Topic Topic content Possible

Points Proposal Rationale for topic choice, audience & setting, outline for

utilization of credible sources comprehensively described within 2 pages

5

Module & its grading rubric

Creative use of best evidence in visually pleasing instructional pieces such as slides, thorough integration of at least 2 Ps, rubric addresses measurement of module’s learning outcomes

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Presentation of module Auditory & visual components compliment each other, developmentally & culturally appropriate to target audience & setting, verbal & nonverbal language of presenter conveys interest & enthusiasm for topic & audience, addresses questions & comments thoroughly

20

Evaluation Self evaluation begins with perception of accomplishment of module’s learning outcomes, what was learned from doing the assignment related to N542 learning outcomes, and concludes with grading self on this rubric.

10

Formatting Meets all deadlines during project, technically operates correctly: these are assumed in point values described above.

0


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Graded Discussion Forums: 20 possible points. There are 4 graded discussion forums worth 5 points each. The class will be divided into discussion groups of 5 students each as the course begins. Each discussion group will determine its own group rules, leadership, and name. Specific instructions & due dates will be in Angel folder for each forum’s topic. Grading will follow the guidelines posted in this syllabus and follow the College of Nursing Net-etiquette Policy. Substantive postings and cross postings are expected to each discussant within your small group. Cross postings are to utilize in general the critical friend format. The forums will be on the following topics: Forum #1The scope of culturally sensitive teaching/learning; forum #2 Integration vs Separate courses: how to decide; forum #3 Instructional tools for the 21st century health educator; and forum #4 Peer evaluation of the teaching module presentations.

WSU Grading Scale

A 4.0 95‐100 C+ 2.3 76‐79 A– 3.7 90‐94 C 2.0 73‐75 B+ 3.3 86‐89 C– 1.7 70‐72 B 3.0 83‐85 D+ 1.3 66‐69 B– 2.7 80‐82 D 1.0 60‐65

F – Points 59 or below – NO POINTS; NO COURSE CREDIT

Class Participation Grading Rubric

Attendance/ Promptness

Student is always prompt and regularly attends classes.

Student is late to class once or twice and regularly attends classes.

Student is late to class three or more times and regularly attends classes.

Student is consistently late to class and/or has poor attendance of classes.

Level Of Engagement In Class

Student proactively contributes to class by offering ideas and asking questions more than once per content section.

Student proactively contributes to class by offering ideas and asking questions once per content section.

Student rarely contributes to class by offering ideas and asking questions.

Student never contributes to class by offering ideas and asking questions.

Listening Skills

Student listens when others talk, both in groups and in class. Student incorporates or builds on the ideas of others. *Student follows AMS guidelines for participation

Student listens when others talk, both in groups and in class. Follows AMS guidelines for participation.

Student does not listen when others talk, both in groups and in class. Does not follow AMS guidelines for participation.

Student does not listen when others talk, both in groups and in class. Student often interrupts when others speak. Disruptive in AMS course.

Preparation

Student is almost always prepared for class with assignments and required class materials.

Student is usually prepared for class with assignments and required class materials.

Student is rarely prepared for class with assignments and required class materials.

Student is almost never prepared for class with assignments and required class materials.

DRAFT

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CLASS SCHEDULE Class meets weekly during Fall Semester 2015 on Wednedays from 9 AM – noon.

Week Venue Topic/Content Reading(s) Assignment(s)

Week 1 Faculty-directed activities: 3 hours

AMS Course overview Course expectations Student Self-assessment

Syllabus Overview of required & recommended texts

Form discussant groups; establish process for supplemental readings


AMS Module I: culturally sensitive teaching & learning

Billings & Halstead chps. 2 & 4


Independent Study

Module I cont. Bastable chps. 8 & 9 Proposal for teaching module due to dropbox


Independent Study

Module I cont. Group I provides addt. readings

Discussion forum #1: scope of culturally sensitive T/L

DRAFT

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Week Venue Topic/Content Reading(s) Assignment(s) Week 5 Faculty-directed activities: 3 hours

AMS Module II: Instructional Design & course development

Billings & Halstead chps. 8,9, & 10


Independent Study

Module II cont. Group II provides addt. readings

Discussion forum #2: integration vs. separate courses: how to decide


Independent Study

Module II cont.


Independent Study

Module III: Instructional tools for the 21st century

Billings & Halstead chps. 13,14, & 17

Teaching module & grading rubric due to dropbox

Week 9 Faculty-directed activities: 3

AMS Module III cont. Bastable chps. 11, 12, & 13

DRAFT

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Week Venue Topic/Content Reading(s) Assignment(s) hours Week 10 Faculty-directed activities: 3 hours

Independent Study

Module III cont. Group III provides addt. readings

Population pathology case study due to dropbox


Independent Study

Module III finis. Discussion forum #3: instructional tools for the 21st century health educator


AMS Student Presentations Student presentations


AMS Student Presentations Student presentations

Week 14 Faculty-directed

Fall Break Fall Break Fall Break Fall Break

DRAFT

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Week Venue Topic/Content Reading(s) Assignment(s) activities: 3 hours Week 15 Faculty-directed activities: 3 hours

AMS Doing course evaluations

Billings & Halstead chps. 20-21-22

Discussion forum #4: peer evaluations of presentations

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PhD Program Outcomes APH Program Outcomes DNP Program Outcomes Student Learning Outcome Demonstration of Student Learning

Synthesizes knowledge from a variety of disciplines to create research designs and methods for nursing science and to address ethical, social, cultural, political, and professional issues. (outcome 4)

Model and influence the values of the profession of nursing. (relates to MN Essential 4)

Apply advanced clinical judgment and accountability in the design, delivery, and evaluation of evidence based care to individuals, families and populations. Demonstrate mastery of professional competencies leading to certification within a practice specialty. (Relates to DNP Essential 8.)

Apply theoretical constructs of teaching/learning and learning assessments to the teaching of foundational courses such as pathophysiology, pharmacology, and health assessment.

Discussion Forum #4 Peer evaluation; Teaching Module; population pathology case study.

Provide leadership in planning, implementing, coordinating, and evaluating health care delivery.(relates to MN Essential 2)

Provide leadership in collaborative efforts among health professionals and with clients and community partners. (Relates to DNP Essential 6.)

Interpret the relationship between environmental and other social determinants of health on population health status and how these concepts are effectively taught.

Population pathology case study; teaching module.

Collaborates with interdisciplinary scholars in research and transfers evidence-based knowledge into best clinical practices through dissemination processes.

(outcome 3)

Deliver culturally competent nursing and health care.(essential 8)

Assume responsibility and accountability for enacting the role of an advance practice nurse within the scope of legal, professional, and ethical

Provide leadership in collaborative efforts among health professionals and with clients and community partners. (Relates to DNP Essential 6.)

Incorporate contemporary pathologies affecting the health of the population including policy, political, and economic impacts in the development of instructional materials for clinical courses.

Develop skill in selection,

Population Pathology Case Study;

Teaching Module; Discussion forum #2

DRAFT

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standards (essential 5) use, and evaluation of instructional tools for both an integrated approach and separate course approach to teaching pathophysiology, pharmacology, and health assessment.

Collaborates with interdisciplinary scholars in research and transfers evidence-based knowledge into best clinical practices through dissemination processes. (outcome 3)

Provide leadership in planning, implementing, coordinating, and evaluating health care delivery.(Relates to Essential 2)

Participate in the

formulation of health policy appropriate to a diverse and multicultural society. (relates to Essential 3)

Analyze and translate scientific information related to the health of diverse populations to reduce health disparities in urban, rural, and global settings and to transform care delivery systems to prevent illness and optimize health.(Relates to DNP Essential 7)

Demonstrate culturally sensitive application of instructional design theory in the development of teaching materials for pathophysiology, pharmacology, and health assessment.

Teaching Module; Discussion Forum #1;

Population pathology case study

Develop skill in selection, use, and evaluation of instructional tools for both an integrated approach and separate course approach to teaching pathophysiology, pharmacology, and health assessment.

Discussion forum #3; teaching module

***revised syllabus 4.6.2015*** · 3/3/2015 · 2. interpret the relationship between...

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revised syllabus 4.6.2015 · 3/3/2015 · 2. interpret the relationship between...