CATALOG DESCRIPTION:
This is Part I of the capstone course. The student has the opportunity to assume primary responsibility for learning while pursuing an in-depth study in a specific area of nursing. The student develops a proposal that identifies an area of interest to research and to develop a project.
COURSE PRE/CO-REQUISITES:
NURS 451 Nursing Process and Health Promotion Groups/Community – Theory
NURS 452 Process and Health Promotion Groups/Community – Laboratory
STUDENT LEARNING OUTCOMES AND COURSE GOALS:
By the end of the semester, the student will:
- Utilize the nursing process in the protection, promotion, and optimization of health of individuals, families, and communities.
- Incorporate evidence-based findings into practice.
- Demonstrate competencies in the care of individuals, families, and communities.
- Collaborate with clients and other members of the health care team in the planning, coordination, and provision of care.
- Provide culturally sensitive nursing care that reflects the worth, dignity, and uniqueness of individuals and groups.
- Apply interpersonal and technological communication effectively.
- Demonstrate leadership behaviors
- Manifest personal and professional growth through role socialization as a professional nurse
- Synthesize knowledge form nursing and related discipline in the acquisition of nursing knowledge, competencies, and values for professional practice
INSTRUCTIONAL PROCEDURES
Discussions, seminars, individual/faculty conferences, professional consultations as related to project development, use of reflective journal, and development of a proposal.
PROGRAM OUTCOMES
| Program Outcomes | Learning Outcomes/Course Goals |
| Utilizes the nursing process in the protection, promotion, and optimization of health of individuals, families, and communities. | * |
| Incorporates evidence-based findings into practice. | * |
| Demonstrates competencies in the care of individuals, families, and communities. | * |
| Collaborates with clients and other members of the health care team in the planning, coordination, and provision of care. | * |
| Provides culturally sensitive nursing care that reflects the worth, dignity, and uniqueness of individuals and groups. | * |
| Applies interpersonal and technological communication effectively. | * |
| Demonstrates leadership behaviors. | * |
| Manifests personal and professional growth through role socialization as a professional nurse. | * |
| Synthesizes knowledge from nursing and related disciplines in the acquisition of nursing knowledge, competencies, and values for professional practice. | * |
*This is the capstone course and the learning outcomes for the course are the same as the program outcomes
REQUIRED TEXTS
None
RECOMMENDED TEXTS
American Psychological Association. (2009). Publication Manual of the American
Psychological Association (6th ed.). American Psychological Association: Washington, D.C.
ADDITIONAL SUPPORTIVE READINGS
Alligood, M. R. & Tomey, A. M. (2006). Nursing theory: Utilization and application.
(3rd edition).Philadelphia: Mosby.
Bankert, E. & Amdur, R. J. (2006). Institutional review board: Management and function
(2nd edition). Boston: Jones and Bartlett
Bastable, S. B. (2003). Nurse as educator: Principles of teaching and learning for
nursing practice. . Boston: Jones and Bartlett
Braithwaite, R. L. (2000). Building health coalitions in the Black community. Thousand
Oaks, CA: Sage
Brink, P. J. (2001). Basic steps in planning nursing research: From question to proposal
(5th edition). Boston: Jones and Bartlett
Brockopp, D. F. & Hastings-Tolsma, M. (2003). Fundamentals of nursing
Research. Boston: Jones and Bartlett.
Browning, B. A. (2001). Grant writing for dummies. Somerset, NJ: Wiley.
Burns, N. & Grove, S. K. (2005). The practice of nursing research: Conduct, critique,
and utilization (Fifth edition). St. Louis: Saunders.
