WCU NURS 492 - Nursing Capstone - 2014fall - I - 8-4-14

NURS 492 Nursing Capstone
Revision Date: Month, Year (i.e. February, 2010) Page 1

We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s
Revision Date: July 30, 2014
Page 1
Fall I, 2014

Section A:
Instructors Name
I. Instructors Contact Information, Course Pre and Co-Requisites
WCU Phone Number:
WCU E-mail:
Office location:
Office hours:
Course Prerequisites: NURS 480 and 481L
Course Co-requisites: NURS 491 and 493

II. Mission and Outcomes
University Mission: At West Coast University, we embrace a student-centric learning partnership
that leads to professional success. We deliver transformational education
within a culture of integrity and personal accountability. We design market-
responsive programs through collaboration between faculty and industry
professionals. We continuously pursue more effective and innovative ways
through which students develop the competencies and confidence required
in a complex and changing world.
Institutional Learning
Outcomes:
Institutional learning outcomes are designed by the University as a whole,
taking into account the role that both instruction and student services play
in contributing to a students success. Institutional learning outcomes
assume achievement of the stated programmatic learning outcomes of
ones discipline. Upon graduating from a degree program offered by West
Coast University, students will be able to:
1. Develop intellectual and practical problem-solving skills through
information assessment and critical thinking.
2. Demonstrate effective written communication skills.
3. Demonstrate effective oral communication skills.
4. Demonstrate computer proficiency and information literacy.
5. Describe ethical standards and legal guidelines associated with ones
chosen career field.
6. Explain why knowledge of and respect for the societal contributions of
diverse cultures and perspectives is an important quality in ones
discipline.
Program Mission: The mission of the College of Nursing is to provide evidence-based and
innovative nursing education to culturally diverse learners; preparing nurses
to provide quality and compassionate care that is responsive to the needs of
the community and the global society.
Program Philosophy: The philosophy of the College of Nursing is that education is a continuous
process occurring in phases throughout an individuals lifetime. Nurses are
lifelong learners and critical thinkers.
Course Name: Nursing Capstone
Course Number: NURS 492
Campus:
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Fall I, 2014
II. Mission and Outcomes
Program Learning
Outcomes:
1. Support professional nursing practice decisions with concepts and
theories from the biological, physical, and social sciences.
2. Plan preventative and population focused interventions with attention to
effectiveness, efficiency, cost, and equity.
3. Support therapeutic nursing interventions for patients and families in a
variety of healthcare and community settings using evidence based
practice.
4. Apply nursing process and critical thinking when providing holistic,
patient centered nursing care to diverse populations.
5. Design health care education for individuals, families, and communities.
6. Comply with the professional standards of moral, ethical, and legal
conduct in practice.
7. Develop an effective communication style to interact with patients,
families, and the interdisciplinary health team.
8. Model leadership when providing safe, quality nursing care; coordinating
the healthcare team; and when tasked with oversight and accountability
for care delivery.
9. Use patient care technology and information systems when providing
nursing care in a variety of settings.

III. Course Information
Term/Semester:
Class Meeting Dates:
Class Meeting Times:
Class Meeting Location:
Class Credit Hours: 2 semester credits/3 contact hours per week/30 hours per term
Class Length: 9 Weeks
Study Hours: For every 1 hour in a theory class, it is expected that students complete 2-3
hours of study in preparation for class. For this course; it is expected that a
minimum of 7-10 hours of study, outside of class, is completed each week.
Class Required Texts,
Learning Resources:
Brozek, B., McFarland, P. (2013). Striving and Thriving! Your first job as an RN.
Sacramento, CA: Association of California nurse Leaders.
Class Required Texts,
Learning Resources
from Previous term(s):
American Psychological Association. (2009).Publication manual of the
American Psychological Association (6
th
ed.).Washington, DC: American
Psychological Association.
Class Recommended
Texts, Learning
Resources:
No additional recommended texts. Resources: Nursing code of ethics at
Nursingworld.org
Course Catalog
Description:
This capstone course will focus on achievement of the program learning
outcomes and the Essentials of Baccalaureate Education for Professional
Nursing Practice. A portfolio will be used to highlight the professional
endeavors of the students past and present academic and work
achievements that show evidence of meeting the Essentials competencies.
The portfolio will also include a summary of the issues that relate to current
nursing practice, as well as the projection of the students long- term and
short-term professional goals.
Course Learning 1. Complete a professional profile that has evolved throughout the
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Fall I, 2014
Outcomes:
Course outcomes are
comprised of the
knowledge, skills, values
and/or behaviors that
students should be able
to demonstrate upon
completion of the
course.
Course outcomes map to
the Program Learning
Outcomes
Must be assessed in the
course to determine if
learning outcomes are
met
program of studies and is supported with a composite of nursing,
liberal arts and science knowledge.
2. Integrate critical thinking in the analysis of ethical /legal concerns
that may be encountered in the practice of nursing.
3. Initiate a computer generated resume that contains
references and/or recommendations, philosophy and
professional goals.
4. Organize the concepts of accountability and responsibility, critical
thinking, communication, science and liberal arts knowledge, and
therapeutic nursing intervention in relation to the concepts of nurse,
client, health, and environment.
5. Develop a code of behavior for accountability and responsibility to the
profession of nursing by an activity that promotes the professional image
of nursing.
AACN Essentials
for
Baccalaureate
Education For
Professional
Nursing Practice:
The purpose of this section of the syllabus is to guide the student in
understanding how the AACN 9 Essentials are incorporated into their
education and to provide guidance to them in developing their individual
portfolios.

Essential II: Basic Organizational and Systems Leadership for Quality Care
and Patient Safety
Demonstrate a basic understanding of organizational structure, mission,
vision, philosophy, and values.
o Professional Activity (Job Search)
Apply leadership concepts, skills, and decision making in the provision of
high quality nursing care, healthcare team coordination, and the
oversight and accountability for care delivery in a variety of settings.
o Literature review on Professional Affiliations/Journals

Essential VI: Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes
Discussion and application of interprofessional and intraprofessional
communication, collaboration and socialization, with consideration of
principles related to communication with diverse culture.
Demonstrate appropriate teambuilding and collaborative strategies
when working with interprofessional teams.
o STT Module Managing the Team

Essential VIII: Professionalism and Professional Values
Articulate the value of pursuing practice excellence, lifelong learning,
and professional engagement to foster professional growth and
development.
o Nursing Professional Portfolio

Essential IX: Baccalaureate Generalist Nursing Practice
The baccalaureate graduate nurse is prepared to practice with patients,
including individuals, families, groups, communities, and populations
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Fall I, 2014
across the lifespan and across the continuum of healthcare
environments.
The baccalaureate graduate understands and respects the variations of
care the increased complexity, and the increased use of healthcare
resources inherent in caring for patients.
Teaching and Learning
Strategies
Updated per course
reflecting the
instructional strategies
appropriate to the
subject area.
Examples: simulation
laboratory, clinical
experience, discussion,
case studies, blended
learning, on line
assignments, quizzes or
other electronic teaching
devices, lecture, guest
speakers, community
projects, class
presentations,
videos/DVD, kinesthetic
learning activities
Lecture, class discussion and case presentations
Web enhanced modules - A series of web enhanced learning modules
have been structured for students to utilize in this course to augment
and enhance learning.
Class room discussion regarding major concepts presented in class.
Audiovisual/Computer-assisted instruction providing students with
individualized learning options.
Case studies used for facilitating learning at the analysis and synthesis
levels.
Student-peer interactions and student-faculty consultation.

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Fall I, 2014
IV. Evaluation Methods, Grading
Formative Assessment of
Student Learning:
Examples -- Evidenced-based
Research, presentations, Case
Studies, Specific class projects,
Weekly quizzes, homework
assignments, clinical or lab
assignments/assessment,
practice exams

Summative Assessment
of Student Learning:
Will not count more than
30% of final grade
Examples Final Exam, Term
Paper or Term Project

Signature Assignment
Examples- Term Paper or
Project
Assignment/Assessments Due Date Points Weight/
Percent
Formative Assessment:
Literature review on professional
affiliations, Professional Journals, etc.
Week 2 10 10

Sigma Theta Tau Nurse Manager Cert
Module. (Must spend a minimum of 8
hours on each lesson and score 80% or
above to earn points toward the grade.)
Managing the Team
Project Management

Week 2
Week 3
10

(5)
(5)
10

(5)
(5)
Professional Activity (Job Search) Week 6 20 20
ATI Nurse Logic Modules
Knowledge and clinical judgment
Nursing Concepts
Priority Setting Frameworks
Testing and Remediation
Week 5 20
(5)
(5)
(5)
(5)
20
(5)
(5)
(5)
(5)
Summative Assessment:
Professional Portfolio
Follow professional portfolio guidelines
Table of Contents .........................
Professional Affiliation ................
References/Recommendation .....
Essentials 1-3 ...............................
Community Service hours .........
Nursing Theory/Philosophy .........
Essentials 4-6. ..............................
Professional Long-term and Short-term
Goals ............................................
Nursing Evolution. ......................
Essentials 7-9 ...............................
Nursing Competency Checklist ....
Resume/Cover letter ...................
Final Portfolio Rubric ...................
Week 7

Week 2
Week 2
Week 3
Week 3
Week 4
Week 4
Week 4

Week 5
Week 5
Week 5
Week 6
Week 7
Week 7
100

40
Total: 160 100
This is a Pass/Not Passed course. Only students who earn a minimum of 76% cumulative score on course
assignments will be given a Pass (P) for the course. Students who fail to earn a minimum of 76% will be given a
Not Passed (NP) grade and will need to repeat the course before moving forward in the program.

Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course. The
portfolio must be passed at 80%.

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Fall I, 2014

V. Policies and Procedures
West Coast
University Grading
Scale (reflective of
final course grade.
See associated
policy in Catalog)
Grade Points WCU Grading Scale
A 4 93-100
A- 3.7 90-92
B+ 3.3 87-89
B 3.0 83-86
B- 2.7 80-82
C+ 2.3 76-79
C* 2.0 73-75
C-* 1.7 70-72
D+ 1.3 66-69
D 1.0 63-65
D- 0.7 60-62
F 0.0 59 or below
AU 0.0 Audit
CR 0.0 Credit
P 0.0 Pass
NP 0.0 Not Passed
I 0.0 Incomplete
TC 0.0 Transfer Credit
W 0.0
Withdrawal
(Before Drop Deadline)
WF 0.0
Withdrawal
(After Drop Deadline)

Note: AU, CR, I, P, NP,TC, W, and WF are used on the Academic Record but have no point values and
are not computed in the Cumulative Grade Point Average (CGPA) .

C+ is the minimum passing grade in Nursing, Dental Hygiene, and Occupational Therapy.

C* and C-* grades in Nursing, Dental Hygiene, and Occupational Therapy courses reflect that the
course has not been successfully completed.

P/"NP" will be the only grade issued in the following courses: Developmental
Pathway, Nursing Clinicals, Global Studies/Symposium, and Capstone courses and NURS 220/493.
Grade Rounding At West Coast University, scores are not rounded to the whole number until the
end of the term. All student assignments, quizzes, and examinations will be
rounded to the first decimal point. At the end of the terms final course grades will
be rounded to the nearest whole point. For programs that use the exam average to
determine whether other course assignments are included in the final scoring (e.g.,
Nursing), the end-of-term exam average may be rounded (using the above rules) to
make that determination.
Attendance Policy Attendance in class lectures and clinical experiences, including hospital and
community rotations, simulation and skills laboratory, is mandatory. Failure to
attend, arriving late or leaving early will impact the ability of the student to
achieve course objectives. Tardiness to or a failure to call an agency and clinical
instructor prior to missing a scheduled clinical experience is unprofessional,
reflects poorly on the student and the university, and will be reflected in the
clinical evaluation. A referral to the Conduct Committee may be made. All
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Fall I, 2014
absences will require documentation of an extenuating circumstance. All
missed clinical hours will need to be made up. Documentation of an
extenuating circumstance does not change the need to make up the hours.
West Coast University has a clear requirement for students to attend courses.
Students should review the Attendance Policy in the Academic Policies and
Procedures section of the University Catalog.
Academic Integrity
Policy
Students are expected to approach their academic endeavors with the highest
academic integrity. They must cite sources, and submit original work. Academic
honesty is central to the institution/student partnership towards student success.
Students are accountable for adhering to the Academic Integrity and Academic
Dishonesty policies in the Academic Policies and Procedures section of
the University Catalog.
Academic
Dishonesty
Students should review the Academic Dishonesty Policy in the Academic Policies
and Procedures section of the University Catalog.
Reasonable
Accommodations
West Coast University strives to provide reasonable accommodations to students
who have a defined need and who follow the appropriate steps towards seeking the
accommodation. The Reasonable Accommodations Policy is found in the
Academic Policies and Procedures section of the University Catalog.
West Coast
University Make-up
Work Policy
In order to meet course objectives, students may be allowed to make up
assignments and work missed as a result of absences. The faculty may assign
additional make-up work to be completed for each absence.
Students are required to be present when an examination is given. If
unexpectedly absent for a documented emergency situation (i.e. death in the
immediate family), it is the students responsibility to arrange for a make-up date
by contacting the faculty member within 48 hours of the original assessment
date. The make-up work must be completed within five (5) school days of the
originally assigned date. Students who do not take the exam on the scheduled
make-up date or who do not contact the instructor within 48 hours will receive a
zero score for that assessment activity.
The highest score possible on a make-up examination is passing grade (e.g., if a
student obtained a perfect score (100%) in the make-up examination, the grade
will still be recorded as a passing grade). In order to meet course objectives,
students may be required to make up all assignments and work missed as a
result of absences. The faculty may assign additional make-up work to be
completed for each absence.
Classroom Policies Students are expected to dress professionally during class time as required by
the Code of Conduct in the Catalog and any rules in your programmatic
handbook.
No children are allowed in classes or to be unattended on campus.
Use of cell phones, smart phones, or any other electronic devices in the
classroom during class time is strictly prohibited. Unauthorized use may lead to
faculty member confiscation of the device for the remainder of the class.
Behavior that persistently or grossly interferes with classroom activities is
considered disruptive behavior and may be subject to disciplinary action. A
student responsible for disruptive behavior may be required to leave the class.
Late Work Policy

Written assignments must be turned in when due. Assignment turned in after
the due date will be penalized at 10% per day.
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Fall I, 2014

No late work will be accepted that is more than 3 calendar days late, unless pre-
approval from faculty has been obtained within 24 hours. Note due dates and
time in syllabus or posted by faculty.
** Be sure to contact the faculty if you believe you must turn in an assignment after
the due date.
Testing and
Examination Policy
The university testing policy stipulates that no phones or other electronic
devices, food or drink, papers or backpacks can be taken into the examination
area. Other restrictions/policies may apply in certain courses, as determined by
the instructor. Any form of communication between students and students and
faculty during the examination period is strictly forbidden.
Results will be posted to eCollege no later than one week after the exam. The
instructor will review topics, key concepts and themes for learning
improvement. The instructor will NOT review the exam item by item.
Additional Program
or Accreditation
Requirements
Nursing:
Nursing students may repeat no more than one failed or unsuccessfully
completed course. Any Nursing student who fails or unsuccessfully completes
any two courses or the same course twice, with the exception of NURS 492 will
be dismissed from the program. Please see the university catalog for more
information under Course Withdraw and Dismissal Policies.
A student who previously withdrew from a course may not subsequently
withdraw from the same course. In addition, a student who fails a course may
not subsequently withdraw from the same course. In either case, if a student
chooses to withdraw from a course being repeated before successfully
completing the course, the student will receive a grade of F in the course.
Please see the university catalog for more information under Course Withdraw
and Dismissal Policies.

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Fall I, 2014
Professional Portfolio Rubric

NAME: DATE:

Criteria
4
(Exceeds
Expectations)
3
(Meets
Expectations)
2
(Approaching
Expectations)
1 *
(Does Not Meet
Expectations)
Weight
Professional
Binder
The portfolio is
in a 3-ring binder
with all
appropriate tabs
and with a
professional look.
The portfolio is
in a 3-ring binder
with less than
90% appropriate
tabs and with a
professional look.

The portfolio is
in a 3-ring binder
with less than
80% appropriate
tabs and with a
professional look.
The portfolio is
not in a 3-ring
binder with less
than 50%
appropriate tabs
and not with a
professional look.
X1
Career
Development
Cover letter,
resume,
recommendati
on letters,
professional
affiliations,
community
service hours
chart, licenses
and
certificates,
awards and
honors
All 7 areas of
career
development are
included and
complete.

5-6 Career
development
items listed are
included and
complete.

3-4 Career
development
items listed are
included and
complete.

2-3 Career
development
items listed are
included and
complete.

X5
Evolution
from Novice
to Beginning
Professional
Nurse
The student is
able to describe
growth and
development in
becoming a
professional
nurse
after 10 nursing
core course
The student is
able to describe
growth and
development in
becoming a
professional
nurse
after 8-9 nursing
core course

The student is
able to describe
growth and
development in
becoming a
professional
nurse
after 6-7 nursing
core course
The student is
able to describe
growth and
development in
becoming a
professional
nurse
after 4-5 nursing
core course
X5
Competency The student is
able to showcase
competencies
throughout the
clinical
experience (8
Clinical Labs).
The student is
able to showcase
competencies
throughout the
clinical
experience (6
Clinical Labs).

The student is
able to showcase
competencies
throughout the
clinical
experience (4
Clinical Labs).
The student is
able to showcase
competencies
throughout the
clinical
experience (2
Clinical Labs).
X1
Personal & The student The student The student The student X2
Page 10
Fall I, 2014
Criteria
4
(Exceeds
Expectations)
3
(Meets
Expectations)
2
(Approaching
Expectations)
1 *
(Does Not Meet
Expectations)
Weight
Professional
Goals
will show
evidence in
creating five
professional
goals. In the
proper SMART
format
will show
evidence in
creating four
professional
goals. In the
proper SMART
format

will show
evidence in
creating three
professional
goals. Or one or
more elements
missing of SMART
format
will show
evidence in
creating two
professional
goals. Or not in
proper SMART
format
Philosophies
of health,
nursing,
client/person,
environment,
faculty and
student
The student
will create a
personal nursing
philosophy in
each of the four
nursing
paradigms with 3
statements in
each paradigm
The student
will create a
personal nursing
philosophy in
each of the four
nursing
paradigms with 2
statements in
each paradigm
The student
will create a
personal nursing
philosophy in
each of the four
nursing
paradigms with 1
statement in
each paradigm
The student
will create a
personal nursing
philosophy in
each of the four
nursing
paradigms with 0
statements in
each paradigm
X2
The Nine
Essentials
The student
will show
evidence that the
nine essentials
have been
successfully
achieved.
Must include at
least one
example for each
essential.
Includes all 9
essentials
The student
will show
evidence that the
nine essentials
have been
successfully
achieved. Must
include at least
one example for
each essential.
Includes 7-8
essentials
The student
will show
evidence that the
nine essentials
have been
successfully
achieved. Must
include at least
one example for
each essential.
Includes only 5-6
essentials
The student
will show
evidence that the
nine essentials
have been
successfully
achieved. Must
include at least
one example for
each essential
Includes only 4 or
less essentials
X9
Total Score /100

COMMENTS:

STUDENT SIGNATURE: DATE:

INSTRUCTOR SIGNATURE: DATE:

* If the item is not done or missing completely, the score will be a 0.

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Fall I, 2014

Section B: Course Outline
Weekly Class objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning
outcomes as identified in Section A.
Content outline provides the student with a course roadmap. Which topics are intended to be covered each week?
Specific course activities outline the teaching strategies used
Student assignments identify the learning and assessment requirements that students are to fulfill throughout the duration of the course.

Week/
Date
Weekly Course Learning Outcome Content Outline Specific Course Activity Student Assignments
Week 1 1. Identify personal attributes that influence
professional nursing practice decisions and
interaction with others.
2. Preview letters of application and
resignation.
3. Discuss the preparation for a job interview.
4. Identify sources for information related to
employment.
5. Identify self-strategies for entrance into
nursing
6. Discuss professional memberships and
activities
Course Orientation

Self-Assessment
Syllabus Review

Keirsey Temperament Sorter

Leadership Legacy Assessment
Brozek, McFarland pp. 173-196

http://keirsey.com/sorter/registe
r.aspx
http://www.yourleadershiplegac
y.com/assessment.html
Week 2
1. Identify the different approaches
used to develop a professional
resume.
2. Identify proper format of a resume and
content to include in a resume.
3. Recognize the three general types of cover
letters.
4. Identify strategies important to a successful
job search.
5. Discuss job interview preparation.
6. Create a list of sources for information
related to employment.
7. Discuss the preparation for a job interview

Building a Resume

Professional
Correspondence

Interview Process

Sources for employment
information
Select the format for a
professional resume.

Students interview each other.

Portfolio Elements:
Table of Contents and
Professional Affiliations
Brozek, McFarland
pp. 257-275; 157-169

Literature Review Due
Literature review will consist of
professional affiliations and
journals in the specified area of
students interest.
Must include at least three
affiliations and three journals.
Write up to include name and
scope of affiliation or journal and
brief description of affiliation and
journal.
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Fall I, 2014
Week/
Date

Sigma Theta Tau DUE
Please submit to DropBox.
Managing the Team
Week 3 1. Review how personal values influence and
impact nursing practice.
2. List examples of how personal beliefs
influence nursing practice.
Philosophy of Nursing
Values in nursing practice
Beliefs in nursing practice
Philosophy in nursing
practice
Develop a nursing
theory/philosophy based on
personal values and beliefs.

Portfolio Elements:
References
Letter of Recommendation
requests
Essentials 1-3
Sigma Theta Tau DUE
Please submit to DropBox.
Project Management
Week 4 1. Identify short- & long-term professional
goals
2. List higher education achievements other
than nursing.
3. Identify appropriate skills that would
enhance employment opportunities
4. Provide awards, honors, and certifications
that would be pertinent to potential
employers
5. Discuss how community activities enhance
nursing profession and nursing philosophy
Incorporate honors, awards,
certificates, and skills pertinent
to a professional career into the
nursing portfolio
Portfolio Elements:
Community Service Hours
Nursing Theory/Philosophies
Essentials 4-6
Brozek, McFarland
pp. 135-155
Week 5
1. Identify successful communication
techniques.
2. Identify strategies for incorporating critical
thinking into nursing practice.
3. Discuss strategies for implementing
successful conflict resolution.
4. Identify the role of the registered nurse
related to delegation in nursing practice.
5. Explore the use of research in clinical
practice.
Current Issues in Nursing
Communication
Critical thinking
Conflict resolution
Delegation
Research
Discuss:
Critical thinking related to
nursing practice.
Approaches to conflict
resolution.
Nurse Practice Act on
delegation

Portfolio Elements:
Professional Goals
Nursing Evolution
Brozek, McFarland
pp. 16-28; 63-122

ATI Nurse Logic Modules Due
Knowledge and Clinical Judgment
Nursing Concepts
Priority Setting Frameworks
Testing and Remediation

All modules must be passed at
90% or greater and a minimum
time of 1 hour on each module.
Page 13
Fall I, 2014
Week/
Date
Essentials 7-9
Week 6

1. Discuss positive leadership qualities.
2. Identify and discuss personal issues.
3. Regarding mentors and preceptors.
4. Discuss purpose and selection of
mentor in nursing practice.
5. Discuss collaborative strategies.
6. Identify assets and barriers to
continued education.
7. Explore the role of power in nursing
practice.

Professional Leadership
Leadership Assessment
Tool
Leadership mentors in
nursing
Education and leadership
Discuss how power
influences nursing
practice in a positive way.

Discuss
Leadership Assessment
16PF Test
Questions for mentor

Portfolio Elements:
Nursing Competency Checklist
Brozek, McFarland pp. 29-40;
226-241

Professional Activity Due
Create a job search database that
includes open positions of
interest. Write up must include
three possible employers,
department or specialty of
interest, and hospital mission
and values statement. Student
will identify why they chose the
area of specialty and the
hospital.
Take Leadership Assessment:
http://www.nrcs.usda.gov/wps/p
ortal/nrcs/detailfull/national/peo
ple/outreach/oe/?cid=nrcs143_0
21952

Take 16PF Test:
http://www.psychometrictest.or
g.uk/16pf-test/

Week 7 1. Discuss possible ethical dilemmas in
nursing practice.
2. Develop strategies for effectively
dealing with ethical situations.
3. Recognize personal beliefs and values
that could hinder/enhance ethical
issues in nursing practice.
4. Identify tools to effectively assess and
achieve ethical issues in nursing
Ethical Decision-Making
Guidelines for ethical
decision-making
Code of ethics
Discuss:
Situations involving
ethical dilemmas.
Models for ethical
decision-making

Portfolio Elements:
Resume/Cover Letter
Final Rubric

Nursing Portfolio Due
Nursingworld.org nursing
code of ethics with
interpretive statements

ATI Proctored Assessment
Page 14
Fall I, 2014
Week/
Date
practice.
Week 8 1. Understand the purpose of the Nurse
Practice act.
2. Distinguish licensure certification from
registration and accreditation.
3. Discuss possible legal issues that the
nurse may encounter in nursing
practice.
Legal Rights and
Responsibilities
Nursing Practice Act,
Nursing Peer Review
Act, & Nurse Licensure
Compact
Role of the Board of
Nursing versus nursing
(professional)
associations
Discuss
Rules promulgated from
State law regulating the
Nursing Practice Act Legal
scenarios
Brozek, McFarland
pp. 244-253

Review Nurse Practice Act
Week 9
1. Discuss opportunities that have been
presented from the WCU BSN
experience.
2. Identify assets received through BSN
learning

Offer insight to peers
Share nursing success stories

WCU NURS 492 - Nursing Capstone - 2014fall - I - 8-4-14

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WCU NURS 492 - Nursing Capstone - 2014fall - I - 8-4-14

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NURS 492 Nursing Capstone

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