Charles Drew University

Mervyn M. Dymally (MMD) School of Nursing

NUR 621 Advanced Nursing Theory
Spring 2015 Course Syllabus
Faculty Information
Professor:
Office:
Office phone:
For emergency:
Email:
Office Hours:
Professor:
Office:
Office phone:
For emergency:
Email:
Office Hours:

Ebere Ume, PhD, MSN, RN

LSRNE S116
323.568.3329
Call 323.568.3329 and leave the message.
ebereume@cdrewu.edu
By appointment
LSRNE
323.568.33
Call 323.568.33--and leave the message.
By appointment

Placement in Curriculum: Year One, Semester Two

Pre-Requisites: NUR 516, NUR 510, NUR 520, NUR 511
Co-Requisites: NUR 512, NUR 630, 631
Course Credit/Clock Hours: 3 total units: 3 Units Lecture (3 hours/week)
Mission and Purpose Statement of Charles Drew University:
To conduct education, research and clinical services in the context of community engagement to
train health professionals who promote wellness, provide care with excellence and compassion,
and transform the health of underserved communities.
School of Nursing Mission Statement:
The mission of the Charles Drew University Master of Science in Nursing program is to advance
the science and art of nursing by conducting nursing research and providing nursing students
with education that emphasizes the health status of underserved communities for the purpose of
enabling graduates to provide evidence-based nursing care with dignity, respect and compassion
to all nursing clients.
School of Nursing Conceptual Framework:
The Smith and Bazini-Barakat (2003) public health nursing practice model provides the
theoretical framework for the curriculum. The model captures three phases of health and illness
that nurses are involved in including: 1) primary, 2) secondary, and 3) tertiary prevention.

Primary prevention promotes health and prevents illness before it develops. Secondary
prevention detects and treats a problem after it has begun but in the early stages preferably
before the sign and symptoms appear. Tertiary prevention and care keeps existing problems from
getting worse.
School of Nursing Accreditation Statements
Graduates of the Master of Science program with the Family Nurse Practitioner specialty are eligible
to take a certification exam from either the American Nurses Credentialing Center (ANCC) to earn the
FNP- BC credential; or, take a certification exam through the American Academy of Nurse
Practitioners (AANP) to earn the NP-C credential
Charles R. Drew University of Medicine and Science Mervyn M. Dymally School of Nursing Entry
Level Nursing Masters of Science Program and Family Nurse Practitioner Program are accredited
by the Commission on Collegiate Nursing Education (CCNE).The Nursing Entry Level Program
in Nursing Program is approved by the California Board of Registered Nursing (BRN).

Course Description:
The purpose of this course is to study and critique of the organization and development of
nursing knowledge. During the course we will discuss and compare concepts and theories from
nursing, humanities, and science with emphasis on their significance to the practice of
professional nursing.
Course Objectives:
Upon completion of this course, students will be able to:
1. Define and describe theory in relation to its multiple purposes and utility in advanced nursing
practice.
2. Describe theory development.
3. Understand and engage in the process of concept formation.
4. Distinguish between models and theories in nursing.
5. Comprehend the major elements of conceptual models for nursing practice.
6. Discuss the significance of nursing models for development of a theoretical and scientific
body of knowledge.
7. Use established criteria to analyze, evaluate, critique, and compare/contrast nursing
theories/models.
8. Discuss the current status of theory development in nursing, and its relation to nursing
practice and the development of nursing knowledge.
9. Evaluate selected nursing theories and models in terms of level of development, and utility
relative to the current and future needs of nursing practice, education, administration, and
research.
10. Analyze various leadership models and nursing practice models in the context of nursing
practice for their impact on patient outcomes.

11. Use nursing and other appropriate theories and models, and appropriate ethical framework
for nursing practice.
12. Applies technology and theory in the delivery of client care and intercedes between the client
and technology.
COURSE OUTLINE
1. Introduction to Theoretical Thinking in Nursing

Course overview

Theory application in nursing practice

2. Structure of Contemporary Nursing Knowledge

Why nursing theory?

What are conceptual models?

What are conceptual frameworks?

What is a paradigm?

What is a metaparadigm?

3. Metaparadigm Concepts in Nursing Care

Person, Environment, Health, Nursing

4. Nursing Philosophies

Basic overview of nursing philosophies and philosophers

Florence Nightingale: Modern Nursing

Jean Watson: Philosophy and Science of Caring

Patricia Benner: Novice to Expert

5. Nursing Models

Dorothy E. Johnson: Behavioral System Model

Smith and Bazini-Barakat: Public Health Nursing Practice Model (MMDSON)

Imogene M. King: Interacting Systems Framework

Myra Estrin Levine: Conservation Model

Betty Neuman: Systems Model

Dorothea E. Orem: Self-Care Deficit Theory of Nursing

Martha E. Rogers: Unitary Human Beings

Sister Callista Roy: Adaptation Model

Virginia Henderson: 14 Needs

6. Nursing Theories

Orlandos Nursing Process Theory

Modeling and Role-Modeling Theory

Leiningers Cultural Care, Diversity and Universality Theory

Mercers Maternal Role Attainment Theory

Peaceful End of Life Theory

Nola J. Penders Health Promotion Model

Newmans Health as Expanding Consciousness Theory

Required Textbooks:
American Psychological Association, (2010). Publication Manual of the American
Psychological Association, (6th Ed.). Washington, DC: APA. ISNB#9781433805615.
Alligood, M.R. (2014). Nursing Theorists and Their Work (8th Ed.).
St. Louis, MO: Mosby, Inc. ISBN#9780323091947
Recommended Textbooks/Articles:
Alligood, M.R. (2014). Nursing Theory: Utilization and Application (5th Ed.).
St. Louis, MO: Mosby, Inc. ISBN#9780323091893.
Anderson, J. A, & Willson, P. (2009). Knowledge management: organizing nursing care
knowledge. Critical Care Nursing Quarterly, 32(1). Pp.1-9. doi:
10.1097/01.CNQ.0000343127.04448.13. http://ovidsp.tx.ovid.com/sp3.8.0a/ovidweb.cgi?
WebLinkFrameset=1&S=KIFAFPAFDNDDIDIFNCPKGCMCFKDJAA00&returnUrl=o
vidweb.cgi%3f%26Full%2bText%3dL%257cS.sh.18.19%257c0%257c00002727200901000-00001%26S
%3dKIFAFPAFDNDDIDIFNCPKGCMCFKDJAA00&directlink=http%3a%2f
%2fgraphics.tx.ovid.com%2fovftpdfs%2fFPDDNCMCGCIFDN00%2ffs046%2fovft
%2flive%2fgv023%2f00002727%2f00002727-20090100000001.pdf&filename=Knowledge+Management
%3a+Organizing+Nursing+Care+Knowledge.&pdf_key=FPDDNCMCGCIFDN00&pdf_
index=/fs046/ovft/live/gv023/00002727/00002727-200901000-00001
King, I. M. (2008). Adversity and theory development. Nursing Science Quarterly, 21(2).
http://nsq.sagepub.com/content/21/2/137.full.pdf+html
Meleis, A. I., Sawyer, L. M., Im, E. O., Hilfinger Messias, D. K., & Schumacher, K. (2000).
Experiencing transitions: an emerging middle-range theory. ANS Adv Nurs Sci, 23(1),
12-28. http://ovidsp.tx.ovid.com/sp-3.8.0a/ovidweb.cgi?
WebLinkFrameset=1&S=CIFGFPLEHNDDIDJBNCPKMGGCLCMOAA00&returnUrl
=ovidweb.cgi%3f%26Full%2bText%3dL%257cS.sh.18.19%257c0%257c00012272-

200009000-00006%26S
%3dCIFGFPLEHNDDIDJBNCPKMGGCLCMOAA00&directlink=http%3a%2f
%2fgraphics.tx.ovid.com%2fovftpdfs%2fFPDDNCGCMGJBHN00%2ffs046%2fovft
%2flive%2fgv023%2f00012272%2f00012272-20000900000006.pdf&filename=Experiencing+Transitions%3a+An+Emerging+MiddleRange+Theory.&pdf_key=FPDDNCGCMGJBHN00&pdf_index=/fs046/ovft/live/gv023/
00012272/00012272-200009000-00006
Nicely, B. & DeLario G.T. (2011) Virginia Henderson's principles and practice of nursing applied
to organ donation after brain death. Progress in Transplantation, 21(1):72-7.
http://search.proquest.com/docview/858241664/fulltextPDF?accountid=25278
Watson, J. (2010). Caring science and the next decade of holistic healing: Transforming self and
system from the inside out. Beginnings (American Holistic Nurses' Association), 30(2).
Watson, J. (2008). Social justice and human caring: A model of caring science as a hopeful
paradigm for moral justice for humanity. Creative Nursing, 14(2).
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a24b6828-f0e9-47f8-8e8f93da8b77d024%40sessionmgr15&vid=2&hid=7
Wilson, J. (2009). The application of Orem's Self-Care Model to burn care. Journal of Burn Care
and Research, 30(5). DOI:10.1097/BCR.0b013e3181b48a2d.
http://ovidsp.tx.ovid.com/sp-3.8.0a/ovidweb.cgi?
WebLinkFrameset=1&S=FPBFFPCFLMDDIDAANCPKPFDCGPBDAA00&returnUrl=
ovidweb.cgi%3f%26Full%2bText%3dL%257cS.sh.18.19%257c0%257c01253092200909000-0014%26S
%3dFPBFFPCFLMDDIDAANCPKPFDCGPBDAA00&directlink=http%3a%2f
%2fgraphics.tx.ovid.com%2fovftpdfs%2fFPDDNCDCPFAALM00%2ffs046%2fovft
%2flive%2fgv025%2f01253092%2f01253092-20090900000014.pdf&filename=The+Application+of+Orem%27s+SelfCare+Model+to+Burn+Care.&pdf_key=FPDDNCDCPFAALM00&pdf_index=/fs046/ov
ft/live/gv025/01253092/01253092-200909000-00014
Recommended Web Sites:
National Council of State Board of Nursing, Inc. (http://www.ncsbn.org)
California Board of Registered Nursing (http://www.rn.ca.gov)
Center for Disease Control and Prevention (CDC) (http://cdc.org)
National Institute of Health (NIH) (http://nih.org)
American Nurses Association (ANA) (http://www.nursingworld.org)
Lippincotts Nursing Center (http://www.nursingcenter.com)
Quality Safety Education for Nurses (qsen.org)
Teaching/Learning Strategies:
Lecture, discussion, videos, demonstration and return demonstration, clinical practice, pre or post
conferences, seminar, student verbal presentations, math competency, serve in selected clinical
agencies and community agencies/activities (health fair, flu shots), medication assignments,
individual conferences and completion and comprehension of assigned topics are examples of
teaching strategies utilized in this course.

Student Learning Responsibilities:

Learning of any new skill requires the student to acquire basic knowledge of the subject matter,
to modify attitudes that may impede learning and acquire attitudes that will facilitate learning.
The student needs also to practice use of the new knowledge in appropriate settings in order to
link the new knowledge and skill to memory and make the material available for future use.
A variety of learning activities will be undertaken as part of this class, and students are
encouraged to experiment with new ways of learning as well as to use the ones with which they
are most familiar and comfortable. The student is expected to be a self-motivated and active
adult learner who takes initiative to meet the objectives of the course and her/his personal
learning objectives for the course.
Learning activities in which students will be engaged in this course include:
1.
2.
3.
4.
5.
6.

Completing required readings for every class

Doing reflective analysis and journaling reactions, ideas and questions that emerge from
reading, preparation of assignments or seminars.
Actively listening in class lectures/discussions and responding to questions posed by
faculty or peers.
Actively participating in class discussions and seminar presentations of peers.
Preparing for and presenting individual and group student work in class.
Preparing and leading seminars with another student.

Role of the Faculty:

The role of faculty in this graduate course will be primarily as an experienced consultant who is
available to guide and assist students in meeting the course requirements. Faculty will introduce
the course, prescribe required reading and learning activities that will facilitate students in their
learning of course material, and provide guidance, support and organization so that students may
progress in meeting their own learning objectives and those of the course. Students are expected
to exercise personal initiative and decision-making in all aspects of the course, sharing those
responsibilities with others when appropriate.
Evaluation:
Basis of Grade
Completion of Self/Peer Evaluations
Completion of Group Evaluations
Discussion Questions (2)
Theoretical Concept Group Paper
Brochure for Theory Adoption (individual)
Theory Utilization_Film Presentation
Total Possible*

Percentage
2%
3%
10%
25%
25%
35%
100%

Grading:
To pass each nursing course, students must obtain a cumulative grade of 80% (B) for all

clinical courses or 78% (B-) for all Non-clinical courses (Please see chart below). However, in
all graduate nursing tracks, an overall grade point average of B or better is required to
progress in the program. Students must pass the assigned pass/fail components of each
course and must complete all clinical hours where required. Grading criteria per School of
Nursing standards is listed below:
Grading criteria/scale per School of Nursing standards are listed below:
A

94% or
above

4.00
3.67

A- 90-93%

Outstanding mastery of the subject: excellence evident in preparation for

and attendance in class sessions, curious and retentive mind, unusual
ability to analyze and synthesize material, with a positive attitude making
productive contributions to the learning community in classroom

B+ 86-89 %

3.33

Above average student in terms of attendance, preparation, time

management, mostly consistent in test taking, and attitude

80-85%

3.00

Above average student in terms of attendance, preparation, time

management, mostly consistent in test taking, and attitude

B- 78-79%

2.67

Above average student in terms of attendance, preparation, time

management, mostly consistent in test taking, and attitude
Repeat the Clinical Course Inadequate/insufficient performance

C+ 76-77 %

2.33

Average or typical student in terms of attendance, preparation, time

management, inconsistent test taking, and attitude
Repeat the Clinical/Non-Clinical course Inadequate/insufficient
performance

74-75%

2.00

Repeat the Clinical/Non-Clinical course Inadequate/Insufficient

performance

C- 72-73%

1.67

Repeat the Clinical/Non-Clinical course Inadequate/Insufficient

performance

D+ 70-71%

1.33

Repeat the Clinical/Non-Clinical course Inadequate/Insufficient

performance

68-69%

1.00

Repeat the Clinical/Non-Clinical course Inadequate/Insufficient

performance

D- 66-67%

0.67

Repeat the Clinical/Non-Clinical course Inadequate/Insufficient

performance

0.00

Failure, Repeat the Clinical/Non-Clinical course

Inadequate/Insufficient performance

< 65%

Clinical and Non-Clinical Courses

ELM

Clinical (Pass with B >80%)

NUR 510 Pharmacology
NUR 511 Fundamentals of Nursing and
Care of Older Adults
NUR 512 Medical Surgical Nursing
NUR 513 Maternal Child Nursing
NUR 515 Community Health Nursing
NUR 517 Psych/Mental Health Nursing
NUR 619 Residency I (Clinical Internship)
NUR 520 Physical Assessment

Non-Clinical (Pass with B- >78% )

NUR 500 Concepts of Professional
Nursing
NUR 516 Pathophysiology
NUR 621 Advanced Nursing Theory
NUR 635 Nursing Research
NUR 627 Fundamentals of
Epidemiology and Bio-statistics for
Nursing
NUR 628 Health Systems
Management
NUR 639 Perspectives in Nursing
Issues
NUR 642 Race, Ethnic and Cultural
Diversity in Health and Illness

NUR 629 Residency II (Leadership)

NUR 618 Advanced Medical Surgical
Nursing

FNP
Clinical (Pass with B >80%)
NUR 610 Adv. Pharmacology
NUR 620 Adv. Physical Assessment
NUR 630 Primary Care of Adults/Aged
NUR 632 Primary Care of
Women/Children
NUR 630 Practicum

ANE
Non-Clinical (Pass with B- >78% )

NUR 622 Education Theories

NUR 623 Evaluation Methods in Nursing
Education
NUR 624 Curriculum and Instruction
NUR 626 Education Residency
NUR 625 Practicum in Nursing Education

Non-Clinical (Pass with B- >78% )

NUR 616 Advanced Pathophysiology

NUR 631 Health Promotion
NUR 621 Nursing Theory
NUR 642 Cultural Diversity
NUR 628 Health Systems Mgmt.
NUR 639 Perspectives
NUR 627 Bio/Epi Stats

CDU University Grading System

http://www.cdrewu.edu/assets/pdfs/CDUCatalog20132014online.pdf
University Grading System
The University generally uses a letter grade evaluation and reporting system based on a 4.0 grade
point formula. Earned grades and grade points are awarded according to the following schedule:
A Excellent 4.00
A- Excellent 3.67
B+ Above Average 3.33
B Above Average 3.00
B- Above Average 2.67
C+ Average 2.33
C Average 2.00
C- Below Average 1.67
D+ Below Average 1.33
D Below Average 1.00
D- Below Average 0.67
F Failure 0.00
U Unauthorized Withdrawal 0.00
AU Audit No grade points
W Withdraw No grade points
I Incomplete No grade points
CR Credit No grade points
NC No Credit No grade points
SP Satisfactory Progress No grade points

Assessment Testing and Remediation: HESI-NCLEX-RN

Preparation
Policies and Procedures
__________________________________________________________________________
I. Mervyn M. Dymally School of Nursing (MMDSON) at Charles Drew University (CDU)
is committed to providing resources designed to assist graduates to be successful
with our rigorous course of study and to pass the NCLEX-RN examination the first
time. Participation in the Elsevier HESI Assessment Testing and Remediation
Program is mandatory for all students and incorporates the use of case studies,
quizzes, specialty exams, online courses and the RN exit exams to assess and assist
students in preparing for the NCLEX-RN exam. The aforementioned activities must
be completed as specified in the course syllabi, in order to progress and matriculate
in the School of Nursing.
II. Completion of the following Elsevier HESI exams are required in the following
courses:
Year One,
A. NUR
B. NUR
C. NUR

Semester One
511: Fundamentals of Nursing and Care of Older Adults
520: Physical Assessment
516: Pathophysiology

Year One, Semester Two

D. NUR 512: Medical-Surgical Nursing
E. NUR 510: Pharmacology

Year One, Semester Three

F. NUR 513: Maternal Child Nursing
G. NUR 515: Community Health Nursing
Year Two, Semester One
H. NUR 517: Psychiatric/Mental Health Nursing
I. NUR 518: Advanced Medical Surgical Nursing (Critical Care)
J. NUR 518: Advanced Medical Surgical Nursing (RN Exit Exams)
III. The faculty of MMDSON will coordinate scheduling of computer-administered
proctored assessments and it is imperative that all students must be present on
exam day(s). As a general rule, specialty examinations will be administered near
the end of the semester.
IV. The desired level of achievement on a HESI Specialty Exam or RN Exit Exam is a
Score of 850.

A. Throughout the course of the semester, faculty will assign quizzes and case
studies for students to complete, in preparation for the Specialty Exams. Course
faculty will determine the date the quizzes are to be completed. Immediately upon
completion of the quizzes, students should review the rationale for each question
and determine areas that they need to review in preparation for the Specialty Exam.
B. Students must complete the online proctored Specialty Exam Version 1 at the
scheduled time. Students who achieve a HESI Score of 850 or greater meet the
HESI course requirements and earn 25% of their course grade. If the score on the
proctored Specialty Exam is below 850, the student is required to remediate and
must retake the test (Version 2). Following test administration, students receive
a score and an online remediation plan for each question missed.

Course Grade Possible in Courses with

HESI Specialty or Exit Exam
Version 1 25%
Version 2
Version 2
Version 2
Version 2

20%
15%
10%
0%

HESI Specialty/Exit Exam Scores

Scores below 850 require remediation prior to
re-testing for Version 2
850-Above, Final grade will be based on
Version 1
850-Above
800-849
750-799
Below 749

At Faculty discretion, the HESI specialty exams could be used as the final
exam for the course.
The following remediation policy is required in each specialty course.
A. Students must devote the following documented hours to study the assigned
remediation content.
B. Each student must sign in at the LRC with the Peer Tutors and work on their
remediation content completing the following mandatory hours of
remediation based on their HESI score:
HESI Score: Hours of remediation
800-849: 2 hours
700-799: 3 hours
600-699: 4 hours
500-599: 5 hours
400-499: 6 hours
300-399: 8 hours
C. The student must write out at least three (3) key issues that are top priority
of study for each of the recommended remediation section(s).
D. The student must write out at least five (5) key information for each of the
three identified top priority areas.

E. Individual remediation study packets and Signed Evidence of remediation

hours spent at the LRC with the Tutors must be printed out and handed to the
instructor for admission into the Specialty Exam Version 2.
F. Failure to hand in your remediation study packet will result in zero points for
the HESI Exam.
Students must provide evidence of remediation to course faculty before receiving
approval to take Version 2 of the proctored Specialty or Exit Exam. Students who
achieve a HESI score of 850 or greater on Version 2 of the exam will earn 20% of
their course grade. Students who do not achieve a HESI Score of 850 or greater
after Version 2 will only earn partial grades based on their HESI performance: 15%
for 800-849, 10% for 750-799, and 0% for any score lower than 750.
Specialty Exams must be completed by the due date identified in the appropriate
course syllabus/schedule. Failure to complete the proctored Specialty Exams will
result in forfeiture of the 25% HESI portion of the course grade.
1. C. Faculty in (NUR 518 Advanced Medical Surgical Nursing) will assign
completion dates for the Critical Care Exam and RN Exit Exam. Students
must take Version 1 and 2 of the RN Exit Exam. A mandatory HESI Exit
Exam at the end of Advanced Medical Surgical Nursing. All students must
meet the Benchmark of 850 to signify the successful completion of the prelicensure portion of the ELM program and qualify the students to complete
the NCLEX application. The HESI Exit Exam will constitute 25% of the total
course grade. Failure to meet the benchmark means that the student must
repeat the exam to a maximum of two total attempts. Student must
complete and document evidence of required remediation to retake the
exam. Failure to achieve required benchmark on the second exam may
constitute failure of the Advanced Medical Surgical Nursing Course and
Student must retake the course to complete the Pre-licensure portion of the
Entry Level Masters (ELM) Track.
V. Completion of the designated HESI examination(s) is a mandatory course
requirement. Poor performance on the proctored assessment may adversely affect a
students grade.
VI. Any student, who scores below 850 on Version 2 on the HESI Specialty or Exit
Exam, must make an individual appointment with their Course Lead faculty and
his/her advisor to discuss results and develop an individualized plan of study and
review, based upon performance.
VII. A mandatory three month NCLEX Preparatory Program is scheduled during the
last pre-licensure semester of the ELM program. All students must participate fully
with all scheduled examinations and audio-video assignments, Question banks,
Question Trainers, Sample Tests, etc. Students must show progressive improvement
on NCLEX Prep exams offered during the NCLEX Prep Program.

Mid-term Warning
Mid-term warning is assigned to any student obtaining an average grade of less than "B" (<80%)
at the mid-term of any nursing course.
Examination Policy:
Students who are absent from a regularly scheduled examination will receive a grade of "0" as
their examination grade. The student must notify the faculty member administering the
examination or the course coordinator of the absence within (1) business day after the scheduled
examination. The grade of "0" will be replaced by the grade earned on a cumulative make-up
examination administered at the end of the semester.
Exam Protocol: No talking, cell phones, gum chewing, books, book bags, personal computers,
calculators, scrap paper, or purses will be permitted in the testing room. All such items must be
left at the front of the room during the testing hour. If your cell phone rings during the exam,
your exam will be removed and your score will be zero. Plan to have several pencils with
erasers. Only the test and pencils are permitted to be placed on your desktop. Raise your hand
to ask a question. DO NOT ASK YOUR CLASSMATE.
Late Assignments
All assignments for the course are to be completed and submitted on time in order to receive full
credit. Late assignments or exams will not be accepted unless prior arrangements have been
made with the faculty. If assignments are accepted late, they are subject to penalization. There
will be a one point deduction for each day the assignment is late.
Assistance with Papers and Assignments: Students may request assistance from faculty to
clarify any issues with assignments and papers before the paper is due and turned in for grading.
Students will not be given the chance to redo any assignment after it has been graded.
Extra-credit work will not be granted.
Attendance/Course Participation:
Participation in classroom discussions is required. Attendance at each of the class sessions is
expected, as new material is covered in each session.
1. Attendance and punctuality at all class and clinical sessions are required. Tardiness is
unacceptable and will be reflected in your evaluation or by further action.
2. If you are too ill to report to your clinical facility, you must notify your clinical instructor
by calling him/her at least one hour prior to the expected beginning time. The instructor
will assign some type of learning experience for you to make up the objectives for any
missed time. More than one absence is considered critical enough to warrant failure in the
clinical setting.
3. Absence on the day of an exam/quiz must be reported by the student to the lead instructor
prior to the test or NO make-up will be allowed.
Writing Style:
All papers are to be type-written, double spaced, with pages numbered. Please write course
name, number, your name, instructors name, and date clearly on materials submitted for
grading. Use American Psychological Association (APA) style 6th edition to guide the paper

format, in-text citations and references. Points may be deducted for multiple spelling, grammar,
format and typing errors.
Course Policies:
1. Each student is expected to be present for class each week and be prepared for any assigned
topic by having completed the required readings/exercises and to be active in discussion
during each class session. Critical reading, critical thinking, and active, rigorous discussion
and questioning are expected of students.
2. Attendance and punctuality at all class sessions are required. Faculty members are expected
to record student attendance regularly. Lateness or absence from class will be noted. Students
bear full responsibility for acquiring knowledge of all material covered in classes for which
they have been late or absent. Because of tight timelines, the importance of class discussion,
the importance of classroom learning activities and the frequency of assignments, students
who miss more than one class over the semester may be asked to withdraw from the course.
3. Class preparation consists of being prepared when called upon, having written answers to the
assigned questions. Students will be called on randomly and/or given pop-quizzes.
4. The instructor reserves the right to modify the class schedule and reading assignments during
the course, based on student input and needs.
5. Compliance with Americans with Disabilities Act: Any student in this course who has a
disability that might prevent him/her from fully demonstrating his/her abilities should meet
with an advisor in the Student Education and Service Center (SESC) as soon as possible. The
SESC staff will initiate learning disability verification and discuss accommodations that may
be necessary to ensure your full participation in the successful completion of course
requirements.
6. HIPAA Compliance - In order to avoid violations of HIPAA, you must not collect in your
notes or include in any reports (e.g., patient care plans) any information that would permit a
third party to identify a specific patient. Such information includes, but is not limited to, a
patients name, address, social security number, or the name of the hospital or clinic where
you observed the patient. For example, the diagnosis alone or situation may be such as to
permit others to identify the patient. If other information permit a third party to identify the
patient, you should consult with your faculty member regarding the appropriate way to
comply with your course assignment prior to preparing a report about that patient
Academic Integrity
Expectation: Both the SON and the university expect academic integrity in all projects, papers,
examinations, etc.
Definitions: Academic Integrity: The maintenance of academic integrity and quality education is
the responsibility of each student at Charles Drew University. Cheating or plagiarism in

connection with an academic program is an offense for which a student will be expelled,
suspended, or given another disciplinary action.
Academic dishonesty diminishes the quality of scholarship and defrauds those who depend upon
the integrity of the educational system. Academic dishonesty includes:
Cheating: Intentionally using or attempting to use unauthorized materials, information,
or study aids in any academic exercise.
Students completing any examination should assume that external assistance (e.g.
books, notes, calculators, and conversations with others) is prohibited unless
specifically authorized by the instructor.
Students may not allow others to conduct research or prepare work for them
without advance authorization from the instructor.
Substantial portions of the same academic work may not be submitted for credit
in more than one course without authorization.
Fabrication: Intentional falsification or invention of any information or citation in an
academic exercise.
Facilitating Academic Dishonesty: Intentionally or knowingly helping or attempting to
help another commit an act of academic dishonesty.
Plagiarism: To steal or pass off the words or ideas of another as ones own, or to use
without crediting the source.
Safe Assignment: All individual papers must be submitted to Safe Assignment prior to
submitting paper to instructor. Follow Safe Assignment protocol.
Cheating, plagiarism, fabrication and facilitating academic dishonesty will receive an F for that
assignment plus permanent probation for all students(s) involved. Any incident of violation of the
Academic Integrity Policy may be handled by a faculty member or may be treated as a judicial
action, following the Student Codes of Conduct in the Student Handbook. Documentation of a
violation and any resulting discipline may be placed in the students file.
Safe Assign
Safe Assign is a plagiarism prevention tool that detects unoriginal content in students papers by
identifying areas of overlap between submitted assignments and existing works. All papers will
be submitted through Safe Assign to ensure that no portion of the paper has been plagiarized.
After a paper has been processed, an assessment report will be available that will show the
percentage of text in the submitted paper that matches existing sources. This percentage must not
exceed 20%. The following penalty will be effective for all paper assignments: 21%-30% =1
point, 31%-40% =2 points, 41%-50% = 3 points, Over 50%, will earn the student a ZERO on
that paper.
For any further policies, see Charles Drew University Catalog and MMDSON Student
Handbook.

Protection by Copyright
1. Coursework, laboratory exercises, reports, and essays submitted for assessment must be your
own work, unless in the case of group projects a joint effort is expected and is indicated as
such.
2. Use of quotations or data from the work of others is entirely acceptable, and is often very
valuable provided that the source of the quotation or data is given. Failure to provide a source
or put quotation marks around material that is taken from elsewhere gives the appearance that
the comments are ostensibly your own. When quoting word-for-word from the work of
another person quotation marks or indenting (setting the quotation in from the margin) must
be used and the source of the quoted material must be acknowledged.
3. Sources of quotations used should be listed in full in a Reference list at the end of your piece
of work.
Support Services:
Learning Resource Center (LRC) is located in the Life Science Research and Nursing
Education (LSRNE) Building, serves as a resource specifically designed to supplement the
learning needs of students enrolled in the Mervyn M. Dymally School of Nursing (MMDSON).
LRC offerings will include: CD-ROM tutorials, supportive textbooks, remediation, scheduled
workshops on test taking, scholarly writing, learning styles assessments, HESI exams, ATI
exams, and the final Kaplan NCLEX exam preparation. Hours of operation and workshop
sessions are posted. Students are encouraged to attend scheduled workshops and to make
individual appointments as needed.
Student Education and Service Center (SESC) is dedicated to helping students experience
maximum intellectual development and personal growth for students enrolled in any of the
academic programs offerings of the College of Medicine (COM), College of Science and Health
(COSH), and the Mervyn M. Dymally School of Nursing (MMDSON). It is located in the Keck
Building. Students are encouraged to call and make an appointment as needed for tutoring or
assistance with testing.
Academic Services
Charles Drew University has a library that assists the student in achieving the requirements of
this course. Any materials placed on reserve for this course are located in the Cobb library.
Special Needs Learners
Students with learning disabilities or other factors that may affect achievement should make
special needs known to the instructor during the first week of the course. Substantiation of a
learning disability is the students responsibility.
Any student in this course who has a disability that might prevent him or her from fully
demonstrating his or her abilities should meet with an advisor in the SESC as soon as possible to
initiate disability verification and discuss accommodations that may be necessary to ensure your
full participation in the successful completion of course requirements (See SON Handbook)

Fall 2014 Schedule of Topics and Assignments

Date &
Time
January 29,
2015
Thursday
11am-5pm

Topics
1. Introduction to Theoretical Thinking in
Nursing
Course overview
Course Policies
Discussion of assignments
Introductions: Who are you?

Assignments
Nursing Theory
Learning Outcomes

Read and be prepared to discuss:

Alligood Chs. 1-5

2. Conceptual-Theoretical Structure
Model Knowledge Development in
Nursing
Nursing Models
What is Theory?
Why Nursing Theory? Purpose
of Nursing theory
Characteristics of a Theory
Metaparadigm
Case study
Review concept paper and group
film presentation assignments
January 30,
2015
Friday
9am-3 pm

3. Conceptual-Theoretical Structure
Model Knowledge Development in
Nursing
Nursings patterns of knowing
History and Philosophy of
Knowledge development in
Nursing
Knowledge development in
Nursing

Discussion Question One Due

February
Nursing Theory Application Brochure DUE

February
26, 2015
Thursday
11am-5pm
Guest
Lecturer:
Dr. Robert
Jenders
-Informatics

February
27, 2015
Friday
9am-3pm

4. Analysis and Evaluation of Models & Read and be prepared to discuss:

Theories
Alligood: Chs. 1, 5-37
Analysis of theory (Alligood)
Kinds of Theories
> Nursing Grand Theories
> Middle Range Theories
> Specific or Practice Theories
Meta Theory
Clinical applications
Future of Nursing Theory

Patricia Benner: Novice to Expert

Jean Watson: Philosophy and Science
of Caring
Metaparadigm Concepts in Nursing
Care
--Person, Environment, Health,
Nursing
MMDSON Nursing Practice Model

5. QSEN Competencies
6. Major types of Models/theories
Systems models
Leadership theories
Organizational behavioral
theories
AACN Synergy Model
Family theories
Geriatric theories
Caring theories
Behavioral theories
End-of-life theories
Educational theories
Culture models
Change theories

Read and be prepared to discuss:

Alligood: Chs. 1, 5-37
Group Concept Comparison Paper
due (Must include the SafeAssign
report of no more than 20%).

April 1,
2015
Wednesday
April 2,
2015
Thursday
11am-5pm

Film Presentation due to Dr. Ume on a FLASH DRIVE (No CDs please)
ALL Group film presentations are due on this day. No exceptions.
Student Presentations of Nursing
Philosophies, Theories, & Models
Smith and Bazini-Barakat: Public
Health Nursing Practice Model
Nursing Philosophies
Florence Nightingale
Jean Watson: Transpersonal Caring
Benner: From Novice to Expert

GROUP FILM PRESENTATIONS

Nursing Conceptual Models

Dorothea Orems Self-Care
Deficit Theory of Nursing
Martha Rogers Unitary Human
Beings
Betty Neumans Systems Model in
Nursing Practice
Roys Adaptation Model
Dorothy Johnsons Behavioral
System Model in Nursing Practice

April 3,
2015
Friday
9am-3pm

Nursing Theories
GROUP FILM PRESENTATIONS
Anne Boykin, & Savina
Shoenhofers Theory of Nursing
as Caring: A Model for
Transforming Practice
Afaf Meleis Transitions Theory
Nola J. Penders Health Promotion
Model
Madeleine Leiningers Cultural
Care, Diversity and Universality
Theory
Margaret Newmans Health as
Expanding Consciousness Theory
Erickson, Tomlin, & Swains
Modeling and Role-Modeling
Theory

April 23,
2015
Thursday
11am-5pm

April 24,
2015
Friday
9am-3pm

Nursing Middle Range Theories

Cornelia Ruland & Shirley
Moores Peaceful End of Life
Theory
Kristen Swansons Theory of
Caring
Virginia Hendersons Philosophy
on 14 Needs
Swansons Theory of Caring
Mercers Maternal Role
Attainment
Mishels Uncertainty in Illness
Reeds Self-Transcendence
End of Course Discussion:
Program Learning Outcomes
Review of Paper
FINAL Class

GROUP FILM PRESENTATIONS

Discussion Question Two Due

Group Evaluations due

Self and Peer Evaluations due

Spring 2015 ASSIGNMENTS

Group Concept Comparison Paper
Application and Integration of Care Model/Theory 20%.
Please see Grading Rubrics below.
1. Briefly synthesis the theoretical contributions of each of the two theories
assigned to your group.
2. Identify the compatibility of the models/theories with your philosophy of nursing
practice.
3. What are some of the similarities and differences of these two theories.
4. Suggest how these two theories could be used by a nurse in:
a. Clinical Practice (specify a nursing unit or specialty area).
b. Nursing Education (specify level of nursing education Eg. Pre/postlicensure;
c. Nursing Research.
5. Integrate the use of these theories with an application of the QSEN Model
THIS IS A GROUP ASSIGNMENT. EVERY MEMBER OF THE GROUP MUST PARTICIPATE
EFFECTIVELY IN PLANNING, DEVELOPING, WRITING AND PRESENTING THIS
PAPER.
Each group will be assigned two theories that are relevant to nursing practice. In assisting you
to obtain information for the development of your paper, include use of primary resources (up-todate articles [no more than 5 years] and books written by the theorists), secondary sources,
research articles, and clinical practice articles. Excellent resources are the journals; Advances in
Nursing Science, Image, and Nursing Science Quarterly. Use the following criteria to guide the
development of your Nursing Concept Paper.
DO NOT USE THE TEXTBOOKS (ALLIGOOD) AS YOUR PRIMARY RESOURCES FOR THIS
PAPER.
This paper should be a SYNTHESIS of current literature on the theory/model, not a regurgitation
of information from the textbook/articles.
Your final paper should be no more than 6 pages of content, excluding cover page,
figures/appendices and reference pages. We will stop grading after 6 pages of content.
All papers must be submitted through safe assign and must not have a match of no more than
20%. This percentage must not exceed 20%. The following penalty will be effective for all paper
assignments with high Safe Assign scores: 21%-30% =1 point, 31%-40% =2 points, 41%-50% =
3 points, Over 50%, will earn the student a ZERO on that paper.
There will be NO opportunity to re-write the paper after the paper has been graded, so please
ensure that you closely attend to the requirements of the grading rubric, APA format, proper
citations, and references. Ensure that there is no typographical errors, spelling or grammatical
errors in the paper. Call, email or meet us if you need assistance with the paper. Prior to
when it is due.

NUR 621 Advanced Nursing Theory

Spring 2015 Assignments
Group Assignments
Student Names

Assigned
Theories/M
dels

Nursing Theory Application Brochure= 25%: DUE Sunday, February 15, 2015
This is an individual assignment.

Please select a nursing theory that has resonated with you. Design a brochure that nursing
administration could use to introduce this theory to their nursing staff, faculty or patients within the
nursing clinical unit, education or research environment.

In a simple and concise manner, describe the selected theory and how it could be useful and
relevant to your chosen nursing environment. Please pay close attention to ensure that you atten
to the following criteria:

1. Briefly describe the nursing environment that you wish to support (2 point)
2. Describe the nursing theory/model that you plan to introduce (2.0 points)
3. What are the strengths of that nursing theory? Why is it useful and relevant to that particular
nursing unit, educational or research environment? (3.0 point)
4. Has other similar agencies used the theory? If so, give some brief examples (3.0 point)
5. Select any two concerns below (10 points):
Design a professional brochure that expresses clearly how your chosen theory could be appli
to improve quality of any two of the following areas:
1. Patient care
2. Nursing education
3. Nursing research
4. Health disparities
6. Creativity: clarity and conciseness of the brochure
Total

(5.0 points)
(25.0 points)

Group Concept Comparison Paper = 25%

Application and Integration of Care Model/Theory

DUE Friday, February 27, 2015

Each Group must address the specific group content/questions below
Must include:
Introduction: 2%
Group content: 16% (see below 4% for each question)
Conclusion: 2%
APA: 4%

 References: 1% (At least 5 peer reviewed articles within the last 5 years
Total
(25.0 points)
Nursing Theory - Group FILM Presentation (35%)
Analysis and Utilization of Nursing Theory

DUE Wednesday, April 1, 2015

Each Group must address the specific group content/questions below

Must include :
Introduction: 1.5%
Group content: 12% (see below)
Improvement in two nursing areas: (10%)
Conclusion
(1.5 points)
Creativity
(5.0 points)
Is the presentation clear and concise?
(2.0 point)
Ability to answer questions about the topic
(2.0 point)
APA and References: 1% (At least 5 peer reviewed articles within the las
years)
Total
(35.0 points)

Groups 1 and 7
1. Briefly discuss the background and central themes/concepts for your
assigned theories/models.
2. Define and describe theory in relation to its multiple purposes and use in
advanced nursing practice.
3. Describe process of theory development and concept formation.
4. Distinguish between philosophical theories and models
Groups 2 and 8
1. Briefly discuss the background and central themes/concepts for your
assigned theories/models.
2. Discuss the major elements of conceptual models in nursing practice
3. Discuss the significance of nursing models for development of a
theoretical and scientific body of knowledge.
4. Use established criteria to analyze, evaluate, critique, and
compare/contrast nursing theories/models.
Groups 3 and 9
1. Briefly discuss the background and central themes/concepts for your
assigned theories/models.
2. Discuss the current status of theory development in nursing.
3. Discuss the relationship of nursing theory to nursing practice.
4. Discuss the role of nursing theory to development of nursing knowledge

Groups 4 and 10
1. Briefly discuss the background and central themes/concepts for your
assigned theories/models.
2. Evaluate assigned nursing theories and models in terms of:
3. Level of development
4. Use of the theories in relation to the current and future needs of nursing
practice, education and research.
Groups 5 and 11
1. Briefly discuss the background and central themes/concepts for your
assigned theories/models.
2. Analyze assigned leadership or practice models in relation to their impac
on patient care outcomes;
3. Analyze assigned models in relation to their impact on nursing education
outcomes and
4. Discuss the pros and cons of using technology in nursing education.

Groups 6 and 12
1. Briefly discuss the background and central themes/concepts for your
assigned theories/models.
2. Evaluate the impact of nursing theories to use or adoption of technology
in nursing practice. Use real examples from practice environments,
include the pros and cons of using technology in nursing practice.
3. Discuss the pros and cons of using technology in nursing education.
4. Discuss the impact of the assigned models/theories on the management
of ethical issues in nursing practice, education and health disparities.

Spring 2015 Score Grading Rubric

Individual Assignment
Nursing Theory Application Brochure (25%)
Student Name: _______________________________________________________________
Theorist ____________________________________________________________________
Title of Theory/Model: ________________________________________________________
Submit your Brochure on Blackboard by due date.
This is an individual assignment.
Please select a nursing theory that has resonated with you. Design a brochure that nursing
administration could use to introduce this theory to their nursing staff, faculty or patients within
their nursing clinical unit, education or research environment.
In a simple and concise manner, describe the selected theory and how it could be useful and
relevant to your chosen nursing environment. Please pay close attention to ensure that you
attend to the following criteria:
1. Briefly describe the nursing environment that you wish to support (2 point)
2. Describe the nursing theory/model that you plan to introduce (2.0 points)
3. What are the strengths of that nursing theory? Why is it useful and relevant to that particular
nursing unit, educational or research environment? (3.0 point)
4. Has other similar agencies used the theory? If so, give some brief examples (3.0 point)
5. Select any two concerns below (10 points):
Design a professional brochure that expresses clearly how your chosen theory could be
applied to improve quality of any two of the following areas:
a) Patient care
b) Nursing education
c) Nursing research
d) Health disparities
7. Creativity: clarity and conciseness of the brochure
Total

(5.0 points)
(25.0 points)

Group Concept Comparison Paper = 25%

Application and Integration of Care Model/Theory
Group No: _____________ Theorist(s): __________________________________________
Title of Theory/Model(s): _______________________________________________________
Names of Groups Members:
1.___________________________________ 2. ____________________________________
3. ___________________________________ 4. _____________________________________
5. ___________________________________ 6. _____________________________________
Submit your completed paper to Safe Assign on Blackboard at least 48 hours prior to your
due date. All papers must be submitted through safe assign and must not have a match of no
more than 20%. This percentage must not exceed 20%. The following penalty will be effective
for all paper assignments with high Safe Assign scores: 21%-30% =1 point, 31%-40% =2 points,
41%-50% = 3 points, Over 50%, will earn the student a ZERO on that paper.
The paper must include the title page, reference list, (tables, figures, appendices are optional),
and must follow the 2010 APA format guidelines (6th edition). At least five (5) researched peerreviewed articles listed in the reference page(s) all original authors; within 5 years of publication.
All referenced articles must be cited in the body of the paper and in APA.
There will be NO opportunity to re-write the paper after the paper has been graded, so please
ensure that you closely attend to the requirements of the grading rubric, APA format, proper
citations, and references. Ensure that there are no typographical errors, spelling or grammatical
errors in the paper. Call, email or meet me if you need assistance with the paper at least
one week prior to assignment due date.
Post your final paper to Blackboard and submit a hardcopy to me in class. Print and
attach a copy of this rubric to your hard copy with the names of all your group members.

Each Group must address the specific group content/questions

Must include:
Introduction: 2%
Group content: 16% (see color coded description of assignment
4% for each question)
Conclusion: 2%
APA: 4%
References: 1% (At least 5 peer reviewed articles within the last 5
years)
Total

(25.0 points)

Nursing Theory - Group FILM Presentation (35%)

Analysis and Utilization of nursing theory
Group No: _____________
Theorist(s): __________________________________________________________________
Title of Theory/Model(s): _______________________________________________________
Names of Groups Members:
1.___________________________________ 2. ____________________________________
3. ___________________________________ 4. _____________________________________
5. ___________________________________ 6. _____________________________________
Submit your Flash drive with the Film to your Professors and post on Blackboard at least 48
hours prior to your scheduled day of presentation.
Print and bring to class copies of this grading rubric with the names of all your group members
for each of the Professors).

Each Group must address the specific group content/questions below

Must include :
Introduction: 1.5%
Group content: 12% (see color coded description of
assignment)
Improvement in two nursing areas: (10%)
Conclusion
(1.5 points)
Creativity
(5.0 points)
Is the presentation clear and concise?
(2.0 point)
Ability to answer questions about the topic
(2.0 point)
APA and References: 1% (At least 5 peer reviewed articles within the
last 5 years)
Total

(35.0 points)

Spring 2015 GROUP EVALUATION: FILM PRESENTATIONS (3%)

Group Presentation (Please copy and paste to evaluate each group)
Two days prior to the class presentation, the students presenting should provide the class and
the instructor with the presentation content. Individual participation grades will be partially based
on the input from the Peer evaluation form completed by each member of the class.
Group NO: ____Theory Presented_______________________________ Date __________
STUDENT NAME:___________________________________________________________
STUDENT NAME:___________________________________________________________
STUDENT NAME:___________________________________________________________
STUDENT NAME:___________________________________________________________
STUDENT NAME:___________________________________________________________
STUDENT NAME:___________________________________________________________
Criteria for Evaluation
Points

Possible Points

Introduction/ Content Relevance to Nursing

Summary and Conclusion, Organized Content
Presentation Style including audio/visual aids
Ability to answer questions about the topic
References

1
1
1
1
1

Total

Student

Comments:
Spring 2015 SELF/PEER EVALUATION OF PARTICIPATION IN SMALL GROUP ACTIVITIES
(2%)
Member evaluated: ___________________

Evaluator __________________

Peer input is needed to help evaluate individual group member efforts in order for the instructor
to fairly evaluate the students achievement of these criteria.
Directions
1. Read each item carefully and answer as objectively as you can.
2. Rate each group member using the criteria stated using a scale of 1 (almost never) to 5
(almost always). Make any supporting comments you believe to be pertinent in the space
provided.

3. Complete this form and return it to the course faculty on the day of your groups
presentation.
Almost
Almost
Never
Always
Comments
1. Met target dates for completing assignments

2. Attended all group meetings

3. Shared relevant professional literature

4. Made comments which reflected analysis of

topic under discussion

5. Contributed to and did not dominate discussion

6. Respected rights of classmates, encouraged

other members participation

7. Behaved in a way that facilitated the group

meeting their tasks

8. Demonstrated skill in a variety of roles

required for group interaction

9. Fostered a sense of belonging to the group

Additional Comments:

Program Assessment
Entry-Level Masters of Science in Nursing Degree Program
Curriculum Map
Summary of Learning Outcomes ELM-MSN degree plan of full-time study includes 6semester sequence of 18 courses and 80 credit units. Following Tables present the curriculum
mapping of the EL-MSN degree in relation to the student learning outcomes aligned to the CDU and
EL-MSN program learning outcomes. Students learning outcomes are assessed to progressively
advance from initial stage to highly developed stage for the CNL preparation, based on the standard
rubric of the Western Association of Schools and Colleges (WASC) through the 6 semesters of
study.
CDU Student Learning Outcomes (ULO) - What Students Can Demonstrate Upon Graduation:
1. Demonstrate excellence in their chosen field of study (PLO 2, 3, 4. 5)
2. Evaluate, use, and/or conduct research (PLO 1. 9).
3. Demonstrate compassion and cultural sensitivity, with a special commitment to serving diverse
and underserved populations (PLO 10).
4. Demonstrate responsible, empathetic, and ethical professional behavior (PLO 6, 7, 8).
Table 1 NUR 521: Nursing Theory Learning Outcomes
Courses

Text:
Alligood 2014
Reqd. Reading:
Internet sources
Knowledge
Models
Personal and
professional
growth and
development.
Educator and
advocate.
Leader /
member of a
health care team

ULO3
ULO4 Responsible
Diversit
Profession
y
PLO2
PLO6 PLO
PLO PLO
PLO10
nursin
PLO5
PLO1
PLO9
improv 7
PLO8
3
4
values
g
communicati knowled researc
e
patie leadershi
MS Healt
&
practi
on
ge
h
practic nt
p
N
h
learning
ce
e
rights
READING
ULO1 Excellence

ULO2 Research

E/D
E/D
E/D

E/D
E/D
E/D

E/D
E/D
E/D

E/D
E/D
E/D
E/D
E/D
E/D
E/D
E/D
E/D
E/D
E/D
E/D
INTERACTIVE LECTURE/DISCUSSION

E/D
E/D
E/D

E/D
E/D
E/D

E/D
E/D
E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

ASSIGNMENTS
Group Film
Presentation:
Analysis and
evaluation of a
nursing theory

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

Nursing Theory
Application
Brochure

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

Discussion
Questions (One
and Two)

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

Concept
Comparison
Paper:
Application and
integration of
care
model/theory

WASC Rubric on student learning assessment: I= Initial, E= Emerging, D= Developed, H= Highly

developed
Table 2. EL-MSN Curriculum Map aligned to the university and program student learning
outcomes (ULO and PLO) with rubric to assess expected progression.
ULO1 Excellence
ULO2 Research
ULO3
ULO4 Responsible
Courses
PLO2
nursing
practice

NUR500
Concepts of
Professional
Nursing
NUR511
Fundamentals of
Nursing and Care
of Older Adults
NUR516
Pathophysiology
NUR520
Physical
Assessment

PLO3 PLO4
MSN Health

PLO5
PLO1
PLO9
communication knowledge research

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

Diversity
PLO10
values &
learning

Profession
PLO6
PLO7 PLO8
improve patient leaders
practice rights
hip

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

NUR635
Nursing
Research

E/D

E/D

E/D

N515 Community
Health Nursing

E/D

NUR510
Pharmacology
NUR621
Advanced
Nursing Theory
NUR512
Medical-Surgical
Nursing
NUR513
Maternal Child
Nursing
NUR642 Race
Ethnic and
Cultural Diversity
in Health and
Illness
NUR628 Health
Systems
Management
NUR517
Psych/Mental
Health Nursing
NUR639
Perspectives in
Nursing Issues
NUR618
Advanced
Medical Surgical
Nursing

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

NUR619
D
D
D
D
D
D
D/H
D
D
D
Residency I
-Clinical
Internship
NUR629
D
D
D
D
D
D
D/H
D
D
D
Residency II
-Leadership
NUR627
D
D
D/H
Fundamentals
of Epidemiology
and
Biostatistics for
Nursing
WASC Rubric on student learning assessment: I= Initial, E= Emerging, D= Developed, H= Highly
developed
EL-MSN Program Terminal Objectives (Program Learning Outcomes - PLO)
1.
Synthesize theoretical and empirical knowledge derived from the physical and behavioral
sciences and humanities as a basis for professional nursing practice. (ULO2).

2.
3.
4.
5.
6.
7.
8.
9.
10.

Apply the nursing process to all levels of practice using the steps of assessment, diagnosis,
outcomes identification, planning, interventions, and evaluation. (ULO1)
Demonstrate competent practice as a masters prepared registered nurse in a variety of settings.
(ULO1)
Implement health promotion and disease prevention strategies for population-based practice that
incorporates systems, the community, individuals and families. (ULO1)
Communicate effectively using oral, written, and technological skills in clinical, educational, and
professional settings. (ULO1)
Demonstrate ethical nursing practice to improve professional nursing practice, the work
environment, and influence improvement in healthcare. (ULO4)
Advocate for the patients rights, healthcare policies and finance systems. (ULO4)
Provide leadership in collaborative efforts with interdisciplinary and interdisciplinary teams, thus
providing a broad approach to complex patient care and community problems. (ULO4)
Demonstrate a spirit of inquiry and critically analyzes data, research findings, and other evidence
to advance nursing practice, initiate change, and promote quality health care. (ULO1)
Formulate a professional philosophy that incorporates a commitment to human values and
lifelong learning. (ULO3)

Table 3: MSN-ELM Curriculum Map aligned CNL core competencies per AACN 2007
White Paper.

1
0
X

1
1

1
2
X

1
3
X

1
4
X

15

Transition to
Practice
Member of

Coordinator of Care

Provider & Manager

Health Care Sys &

Global Health Care

Human Diversity

Ethics

Inf. & Health Care

NUR500 Concepts
OF Professional
Nursing
NUR510
Pharmacology
NUR511
Fundamentals of
Nursing and Care
of Older Adults
NUR516
Pathophysiology
NUR520 Physical
Assessment
NUR621 Advanced
Nursing Theory
NUR512 MedicalSurgical Nursing
NUR513 Maternal
Child Nursing
NUR642 Race
Ethnic and Cultural
Diversity in Health
and Illness
NUR628 Health
Systems
Management
NUR517
Psych/Mental
Health Nursing
NUR639
Perspectives in
Nursing Issues
NUR635 Nursing
Research
NUR515
Community Health

Illness and Disease

Health Promotion

Communication

Nursing Tech &

Critical thinking

Courses

Assessment

Core
Competencies per
AACN on CNL
Competencies

X
X

X
X

Nursing
NUR619
X X X X X X X X X
X X X
Residency I
-Clinical Internship
NUR629
X X X X X X X X X
X X X
Residency II
-Leadership
NUR627
X X
X
X X
X
Fundamentals of
epidemiology and
biostatistics
CNL Core Competencies per AACN White Paper on CNL Competencies
1. Critical Thinking
2. Communication
3. Assessment
4. Nursing Technology and Resource Management
5. Health Promotion, Risk reduction and disease prevention
6. Illness and Disease management
7. Information and health care technology
8. Ethics
9. Human diversity
10. Global health care
11. Health Care Systems and Policy
12. Provider and Manager of care
13. Designer/manager/coordinator of care
14. Member of a profession
15. Transition of the practice setting

Table 4: MSN-ELM Curriculum Map aligned The Essentials of Masters Education in Nursing
per AACN. NUR 621: Advanced Nursing Theory
Masters Essential #
Objectives
Baccalaureate in
Objectives
Nursing
Essentials #
Essential I: Background
from Practice from
Sciences and Humanities

Essential II:
Organizational and
Systems Leadership

4,

Essential III: Quality

Improvement and Safety

1, 2, 4

Essential IV: Translating

and Integrating
Scholarship into
Practice

1,2

Essential V: Informatics
and Healthcare
Technologies

Essential VI: Health

Policy and Advocacy

Essential VII:
Interprofessional
Collaboration for
Improving Patient and
Population Health
Outcomes
Essential VIII: Clinical
Prevention and
Population Health for

2,3, 4

Essential I: Liberal
Education for
Baccalaureate
Generalist Nursing
Practice
Essential II: Basic
Organizational and
Systems Leadership
for Quality Care and
Patient Safety
Essential III:
Scholarship for
Evidence Based
Practice
Essential IV:
Information
Management and
Application of
Patient Care
Technology
Essential V: Health
Care Policy,
Finance, and
Regulatory
Environments

Essential VI:
Interprofessional
communication and
collaboration for
improving Patient
Health Outcomes

1, 4

Essential VII:
Clinical Prevention
and Population
Health

Essential VIII:
Professionalism
and Professional

4,5

1,5

Improving Health
Essential IX: MastersLevel Nursing Practice

Values
1, 3, 4

Essential IX:
Baccalaureate
Generalist Nursing
Practice

1. Provide nursing care utilizing professional knowledge and core competencies (critical
thinking, communication, assessment, and technical skill) derived from a foundation of nursing
science, and general education.
1. Demonstrate initiative for continual personal and professional growth and development.
2. Act as a patient advocate and family educator to promote optimal health and well-being.
3. Function independently and collaboratively, both as a leader and/or member of health care
team to manage and coordinate care
4. Utilize professional guidelines to provide safe patient care.

Table 4B: MSN-CNL Curriculum Map aligned The Essentials of Masters Education in Nursing
per AACN.
Course
Objectives
Masters Essential #
NUR 621 Advanced
III, IX
1. Define and describes theory in relation to its
Nursing Theory
multiple purposes and utility in advanced
nursing practice.
III
2. Analyze various leadership models and nursing
practice models in the context of nursing
practice for their impact on patient outcomes.
3. Describe the process of theory development.

VII, vii

4. Understand and engages in the process of

concept formation.

I, III, VIII

5. Distinguish between models and theories in

nursing.

III, V, IX

6. Comprehend the major elements of the

conceptual models for nursing practice that are
currently in use.

VIII,III

7. Discuss the significance of nursing models for

II, III, V, VII,VI, V

development of a theoretical and scientific body

of knowledge.
8. Use established criteria to analyze, evaluate,
critique, and compare/contrast nursing
theories/models.
9. Discuss the current status of theory development
in nursing and its relation to nursing practice
and the development of nursing knowledge
10. Evaluate selected nursing theories and models in
terms of level of development, and utility
relative to the current and future needs of
nursing practice

II, III, V, VII,VI, V

VIII, IX
VII, VII

AACN Essentials of Masters Education in Nursing

I.

Background for Practice from Sciences and Humanities

II.

Organizational and Systems Leadership

III.

Quality Improvement and Safety

IV. Translating and Integrating Scholarship into Practice

V.

Informatics and Healthcare Technologies

VI.

Health Policy and Advocacy

VII. Interprofessional Collaboration for Improving Patient and Population Health Outcomes
VIII. Clinical Prevention and Population Health for Improving Health
IX.

Masters-Level Nursing Practice

Masters of Science in Nursing Degree Program

FNP Curriculum Map
CDU Student Learning Outcomes (ULO) - What Students Can Demonstrate Upon Graduation:
1. Demonstrate excellence in their chosen field of study (PLO 2, 3, 4. 5)
2. Evaluate, use, and/or conduct research (PLO 1. 9).
3. Demonstrate compassion and cultural sensitivity, with a special commitment to serving diverse
and underserved populations (PLO 10).
4. Demonstrate responsible, empathetic, and ethical professional behavior (PLO 6, 7, 8).
Table 5. FNP-MSN Curriculum Map aligned to the university and program student learning
outcomes (ULO and PLO) with rubric to assess expected progression.
Courses

ULO1 Excellence
PLO2 PLO3 PLO4
Nursi MSN Health
ng
practi
ce

NUR616
Pathophysiolo
gy
NUR620
Assessment
NUR610
Pharmacology
NUR621
Advanced
Nursing Theory
NUR630
Primary Care
of
Adults and
Aged
NUR631
Health
Promotion/Dis
ease
Prevention
NUR642 Race
Ethnic and
Cultural
Diversity in
Health and
Illness
NUR628
Health
Systems
Management
NUR632
Primary Care
of

ULO2 Research
PLO5
PLO1
PLO9
Communi- knowledge research
cation

ULO3
Diversity
PLO10
values &
learning

ULO4 Responsible
Profession
PLO6
PLO7 PLO8
improve patient leader
practice rights
ship

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

E/D

Women/Childr
en
NUR635
Nursing
D
D
D
D
D
D
D
D
D
D
Research
NUR639
Perspectives in D
D
D
D
D
D
D
D
D
D
Nursing Issues
NUR633 FNP
D
D
D
D
D
D
D/H
D
D
D
Practicum
NUR627
Fundamentals
of
E/D
D
D
D
D/H
E/D
Epidemiology
and
Biostatistics
WASC Rubric on student learning assessment: I= Initial, E= Emerging, D= Developed, H= Highly
developed

MSN-FNP Program Terminal Objectives (Program Learning Outcomes - PLO)

1. Synthesize theoretical and empirical knowledge derived from the physical and
behavioral sciences and humanities as a basis for professional nursing practice.
2. Apply the nursing process to all levels of practice using the steps of assessment,
diagnosis, outcomes identification, planning, interventions, and evaluation.
3. Demonstrate competent practice as a masters prepared registered nurse in a variety
of settings.
4. Implement health promotion and disease prevention strategies for population-based
practice that incorporates systems, the community, individuals and families.
5. Communicate effectively using oral, written, and technological skills in clinical,
educational, and professional settings.
6. Demonstrate ethical nursing practice to improve professional nursing practice, the
work environment, and influence improvement in healthcare.
7. Advocate for the patients rights, healthcare policies and finance systems.
8. Provide leadership in collaborative efforts with interdisciplinary and intra-disciplinary
teams, thus providing a broad approach to complex patient care and community
problems.
9. Demonstrate a spirit of inquiry and critically analyzes data, research findings, and
other evidence to advance nursing practice, initiate change, and promote quality
health care.
10. Formulate a professional philosophy that incorporates a commitment to human
values and lifelong learning.

Table 6. MSN-FNP Curriculum Map aligned to the Essentials of Master's

Education in Nursing [2011].

I. Background for
Practice from
Sciences and
Humanities

LIST OF
COURSES
NUR610 Adv.
Pharmacology
NUR616 Adv.
Pathophysiology
NUR620
Advanced
Physical
Assessment
NUR621
Advanced
Nursing Theory
NUR630 Primary
Care Adult/Aged
NUR631 Health
Promotion and
Disease
Prevention
NUR642 Race
Ethnic and
Cultural Diversity
in Health and
Illness
NUR628 Health
Systems
Management
NUR632 Primary
Care of Women
and Children
NUR639
Perspectives in
Nursing Issues

II.
Organizational
and Systems
Leadership

III. Quality
Improvement and
Safety

IV. Translating and

Integrating
Scholarship into
Practice

V.
Informati
cs and
Healthca
re
Technolo
gies

VI. Health
Policy
and
Advocacy

VII.
Interprofessional
Collaboration for
Improving
Patient and
Population
Health
Outcomes

VIII.
Clinical
Prevention
and
Population
Health for
Improving
Health

IX.
MastersLevel
Nursing
Practice

X
X

NUR635 Nursing
Research
NUR627
Fundamentals of
Epidemiology and
Biostatistics

X
X

Table 7. MSN-FNP Curriculum Map aligned to the NONFP

Competencies.

Scientific
Foundatio
ns

Leaders
hip

Quality

Practice
Inquiry

Technolo
gy and
Informati
on
Literacy

Polic
y

Health
Delive
ry
Syste
m

Ethic
s

Independ
ent
Practice

LIST OF COURSES
NUR610 Adv.
Pharmacology
NUR616 Adv.
Pathophysiology
NUR620 Advanced
Physical
Assessment
NUR621 Advanced
Nursing Theory
NUR630 Primary
Care Adult/Aged
NUR631 Health
Promotion and
Disease Prevention
NUR642 Race Ethnic
and Cultural Diversity
in Health and Illness
NUR628 Health
Systems Management
NUR632 Primary
Care of Women
and Children
NUR639
Perspectives in
Nursing Issues
NUR635 Nursing
Research
NUR627
Fundamentals of
Epidemiology and

X
X

X
X

X
X

X
X

X
X

X
X

X
X

Biostatistics

Table8. MSN-FNP Curriculum Map aligned to the Quality and Safety Education for Nursing
(QSEN) Competencies.

Teamwork and
Collaboration

Patient Centered Care

Kno
wle
dge

Skill
s

Attit
ude

Know
ledge

Skil
ls

Attitu
de

Kno
wled
ge

Skil
ls

Qualit
y
Impro
vemen
t

Evidence
Based
Practice

Atti
tud
e

Know
ledge

Skil
ls

Safety

Attitude

K
n
o
wl
e
d
g
e

Skil
ls

Informatics

Att
itu
de

Know
ledge

Ski
lls

Attitu
de

LIST OF COURSES
NUR610 Adv.
Pharmacology
NUR616 Adv.
Pathophysiology
NUR620 Advanced
Physical
Assessment
NUR621 Advanced
Nursing Theory
NUR630 Primary
Care Adult/Aged
NUR631 Health
Promotion and
Disease Prevention
NUR642 Race Ethnic
and Cultural Diversity
in Health and Illness
NUR628 Health
Systems Management
NUR632 Primary
Care of Women
and Children
NUR639

X
X

X
X

Perspectives in
Nursing Issues
NUR635 Nursing
Research
NUR627
Fundamentals of
Epidemiology and
Biostatistics

NUR621: Advanced Nursing Theory

Rev: 9/13/2014 EU

52