Graduate Course Proposal Form Submission Detail - NGR7766
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Approved by SCNS
Submission Type: Change
Course Change Information (for course changes only): Changes to title, course description, objectives, learning outcomes, and textbooks
Comments: For DNP in Nursing. Required. To GC. Appd 3/6/15; to USF 8/28/15; to SCNS 9/7/15. Approved effective 10/1/15
- Department and Contact Information
Tracking Number Date & Time Submitted 5175 2015-01-20 Department College Budget Account Number Nursing NR 620100020 Contact Person Phone Dewel Lindsey 8133969978 email@example.com
- Course Information
Prefix Number Full Title NGR 7766 Health Systems Leadership and Interprofessional Practice Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) Hlth Sys Ldrsp & Interpr Prac Course Online? Percentage Online B - Face-to-face and online (separate sections) 25
Knowledge and skills required for leading interprofessional teams to improve health care delivery and health outcomes with emphasis on systems thinking, communication, health system fluency, and management of ethical dilemmas.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for program/concentration/certificate change
B. 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 course offered once per year
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctoral degree in Nursing
- Other Course Information
The content and learning activities in this course are designed to help students achieve the following objectives:
1. Design care delivery approaches that meet the current and future needs of patient populations
2. Evaluate care delivery approaches that meet the current and future needs of patient populations
3. Develop advanced leadership, problem solving, and communication skills
4. Demonstrate health system fluency and sensitivity to diverse organizational cultures and populations
5. Analyze strategies for managing ethical dilemmas in patient care, health care organizations, and practice improvement initiatives
6. Apply core competencies for interprofessional collaborative practice to analyze complex practice and organizational issues and create change in health care
B. Learning Outcomes
At the conclusion of this course students will be able to demonstrate the ability to
Design care delivery approaches, including implementation and evaluation strategies, that meet current and future needs of patient populations
Apply advanced communication skills to plan and lead health system change and improvement initiatives
Develop strategies for working effectively and collaboratively within diverse organizational cultures and with diverse populations including patients and providers
Analyze strategies for managing the ethical dilemmas inherent in patient care and health care organizations
Analyze complex practice and organizational issues
Improve health care through interprofessional collaboration
C. Major Topics
DNP leadership and interprofessional collaborative practice competencies and role expectations
Chaos, complexity, quantum, and change theories
Leadership core competencies/behaviors
- Systems thinking
- Advanced communication skills
- Program/project evaluation
- Problem solving
- Emotional competence
- Leading and building teams
- Conflict management
- Change management
- Collaboration/partnership development
- Decision making
Leadership role development
Organizational theory, strategy, structure, and assessment
Logic modeling to create health system change/improvement
Management of ethical dilemmas in health care delivery and/or systems
Interprofessional collaborative practice
- Interprofessional competencies
- Stages of interprofessional competency development
Organizational fluency (working with diverse populations; cultural competence and sensitivity)
American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publications/position/dnpessentials.pdf.
American Nurses Credentialing Center. (2013). Test content outline: Nurse executive advanced board certification examination. Retrieved from http://www.nursecredentialing.org/Documents/Certification/TestContentOutlines/NurseExecAdvTCO-June2013.pdf.
E. Course Readings, Online Resources, and Other Purchases
American Organization of Nurse Executives. (2013). Certified in executive nursing practice: Examination handbook. Retrieved from http://www.aone.org/education/CENP.shtml.
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C. : Interprofessional Education Collaborative. Also available online at http://www.aacn.nche.edu/education-resources/ipecreport.pdf.
National Organization of Nurse Practitioners. (2012). Nurse practitioner core competencies. Retrieved from http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/npcorecompetenciesfinal2012.pdf.
Porter-OGrady, T., & Malloch, K. (2010). Quantum leadership: Advancing innovation, transforming health care (3rd ed.). Sudbury, MA: Jones & Bartlett.
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. 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,
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. Its 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.
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information