Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - NGR6719
Tracking Number - 2817
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Current Status:
Approved by SCNS - 2012-05-15
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: for MS in Nursing; to GC 4/2/12; to USF Syst for conc 4/5/12; to GC 4/16/12; to SCNS 4/16/12. SCNS Appd eff 6/1/12
Detail Information
- Date & Time Submitted: 2012-02-29
- Department: Nursing
- College: NR
- Budget Account Number: 620100020
- Contact Person: Dewel Lindsey
- Phone: 8133969978
- Email: jlindsey@health.usf.edu
- Prefix: NGR
- Number: 6719
- Full Title: Clinical Case Studies in Nursing Education
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?:
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Clin Case Studies in Nsg Ed
- Course Online?: O -
Online (100% online)
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites:
- Corequisites:
- Course Description: Serves as a vehicle for nursing education students to increase their clinical knowledge and skills in a selected area of specialty through analysis of common health problems. A case study format will be used.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for accreditation
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Required as part of concentration.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Familiarity with nursing clinical content
- Objectives: By the completion of the course, the student will be able to:
1. Integrate knowledge from assessment, pathophysiology, and pharmacology while comprehensively considering common problems in a selected population
2. Examine evidence-based strategies focused on health promotion and restoration in managing common problems in a selected population
3. Consider cultural competent approaches when caring for selected patients and their families
4. Explore ethical, legal and health policy issues affecting the care of the patients and their families
5. Identify opportunities for interprofessional collaboration to comprehensively care for the diverse needs of patients and families
- Learning Outcomes: 1. Maintain currency of nursing practice content.
2. Apply current evidence to practice and classroom teaching.
- Major Topics: 1. Case Study Development
2. Debriefing Strategies
3. Evidence-based Practice
4. Interprofessional Collaboration
5. Healthy People 2020
- Textbooks: Bastable, S.B. (2008). Nurse as educator: Principles of teaching and learning for
nursing practice (3rd ed.). Subury, MA: Jones and Bartlett.
Billings, D.M., & Halstead, J.A. (2012). Teaching in nursing: A guide for faculty (4th ed.).
St. Louis, MO: Elsevier.
Jarvis, C. (2012). Physical examination and health assessment (6th ed.). St. Louis, MO:
Elsevier, Inc
- Course Readings, Online Resources, and Other Purchases: Karch, A. M. (2009). Focus on nursing pharmacology (5th ed.). Philadelphia, PA:
Lippincott, Williams, and Wilkins.
Porth, C. M. & Matfin, G. (2010). Pathophysiology: Concepts of altered health states (8th ed.).
Philadelphia, PA: Lippincott, Williams, and Wilkins.
- Student Expectations/Requirements and Grading Policy: Case Study - 35%
Evolving Case Study - 65%
- Assignments, Exams and Tests: Case Study - 35%
Evolving Case Study - 65%
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work:
- Program This Course Supports: Master's Program
- Course Concurrence Information: None
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.