NURS_ADV-586-jason.meade-2025-02-05-05-01-52
Nursing Education: Capstone
NURS_ADV-586
Spring 2025
3 Credit Hours (1-6)
120 non-direct practicum hours
Prerequisites: NURS_ADV-533 & NURS_ADV-585
Course Details
Day and Time: [tbd]
Meeting Location: [tbd]
Instructor Contact Information
Instructor Name: [tbd]
Instructor Contact Information: [office location, phone, email] [tbd]
Instructor Office Hours: [tbd]
Course Description
This course is a culminating, supervised practicum experience where students strengthen their leadership abilities as nurse educators. Students identify a performance gap within an educational organization and, using evidence-based models and theories learned throughout their program of study, develop a proposed intervention for addressing the gap. Through a mixture of seminar discussion and practicum hours (180 total), students demonstrate competency of the program’s outcomes, bridging the gap between theory and practice, and ensuring they are equipped to lead educational initiatives in healthcare or academic environments.
Course Materials
Books:
Students will utilize texts from prior courses as reference. Online resources are provided in Canvas modules.
Other Materials:
Exxat will be used for logging practicum hours. Refer to the “Required Assignments and Assessments” section of the syllabus for more information.
Fees:
None
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Course Learning Outcomes (students will be able to:) |
Assessment of the Learning Outcomes |
|---|---|
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Problem Statement Mentor Evaluation |
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Gap Analysis Mentor Evaluation |
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Intervention Proposal Mentor Evaluation |
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Change Process Plan Mentor Evaluation |
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5. Develop an evaluation plan for a proposed organizational change initiative. |
Evaluation Plan Mentor Evaluation |
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6. Demonstrate the qualities of leadership, collaboration, and reflection throughout the process of developing an intervention intended to address an organization’s performance gap. |
Project Timeline Practicum Reflection Peer Review Seminar Presentation Mentor Evaluation |
| Dates | Lesson Topic | Assignment | Assessment |
|---|---|---|---|
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Week 1 8/24 - 8/28 Synchronous Zoom class |
Introductions between instructor and students and a discussion of course expectations, including a description of the course sequencing and clarifications of course assessments. |
Review syllabus and Canvas site; come to class prepared to talk about your program journey and professional goals. |
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Week 2 - 3 8/31 - 9/11 |
SLO 1: Describe an issue that is negatively impacting expected educational performance within an academic or healthcare setting. |
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Due by the end of Week 3:
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Week 4 9/14 - 9/18 Synchronous Zoom class |
During class: Students discuss their identified performance gap and their drafted Problem Statement. Instructor provides a review of theory/models from previous courses on the process of completing a gap analysis in preparation for students completing the next unit’s deliverables. |
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Due by class:
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Week 5 - 6 9/21 - 10/2 |
SLO 2: Determine the root cause of an organization’s performance gap utilizing analysis theory/models to guide the development of a proposed intervention. |
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Due by the end of Week 6:
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Week 7 10/5 - 10/9 Synchronous Zoom class |
During class: This week’s live class is a student-led seminar. Students present their completed Gap Analysis assignment, any input/feedback gathered from their mentor, and discuss their initial thoughts on the intervention they will be proposing. |
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Due by class:
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Week 8 - 9 10/12 - 10/23 |
SLO 3: Integrate evidence-based curriculum, assessment, and/or instructional design theory in the development of an intervention that addresses an organization’s performance gap. |
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Due by the end of Week 9
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Week 10 - 11 10/26 - 11/6 |
SLO 3: Integrate evidence-based curriculum, assessment, and/or instructional design theory in the development of an intervention that addresses an organization’s performance gap. |
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Due by the end of Week 10:
Due by the end of Week 11:
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Week 12 11/6 - 11/13 Synchronous Zoom class |
During class: Instructor will review theory/models on change management from earlier courses in the program. Time will be provided to discuss and workshop change management models most appropriate for implementing students’ proposed interventions. |
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Week 13 11/16 - 11/20 |
SLO 4: Design a process for implementing a proposed intervention using change management models/theories. |
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Due by the end of Week 13:
Log hours into Exxat for time spent with mentor and completing deliverables. |
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Week 14 - 15 11/30 - 12/11 |
SLO 5: Develop an evaluation plan for a proposed organizational change initiative. |
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Due by the end of Week 15:
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Expectations for Student Effort
Students are expected to spend the following on course work (at a minimum):
Didactic [F2F Video Conference or Directed Online Learning]
15 hours of faculty-directed instruction per credit hour (15 total for this course)
Graduate Courses
For each hour of didactic equivalent, students should expect to have a minimum of two hours of work outside class. (30 total for this course)
Practicum
60 hours of indirect clinical experience per credit hour (120 total for this course).
Grading
| Type of Assignment (tests, papers, etc.) | Points | Percent of Overall Grade |
|---|---|---|
| Mentor Agreement Form | S/F | S/F |
| Project Timeline | S/F | S/F |
| Practicum Reflection 1 | S/F | S/F |
| Problem Statement | S/F | S/F |
| Unit 1 Timesheet | S/F | S/F |
| Practicum Reflection 2 | S/F | S/F |
| Unit 2 Timesheet | S/F | S/F |
| Gap Analysis | S/F | S/F |
| Seminar Presentation | S/F | S/F |
| Practicum Reflection 3 | S/F | S/F |
| Intervention Proposal | S/F | S/F |
| Peer Review Assignment | S/F | S/F |
| Unit 3 Timesheet | S/F | S/F |
| Change Process Plan | S/F | S/F |
| Practicum Reflection 4 | S/F | S/F |
| Unit 4 Timesheet | S/F | S/F |
| Evaluation Plan | S/F | S/F |
| Practicum Reflection 5 | S/F | S/F |
| Mentor Evaluation | S/F | S/F |
| Unit 5 Timesheet | S/F | S/F |
Grading Schema
This course has a S, F (satisfactory, failing) grade scale.
Grade Rounding Policy
A grade is rounded up if the percentage grade is >0.5 (e.g., 93.55 is rounded to a 94) or is rounded down if the percentage grade is <0.5 (e.g., 93.43 is rounded to a 93).
Alternative Grades
Incomplete, X, or Z may be awarded based on WSU Policy at https://registrar.wsu.edu/grades-and-gpa/.
Extra Credit Policy
Extra credit is not offered.
Attendance and Make-Up Policy
Policy
Students are expected to attend/participate in all scheduled classes, in their clinical setting, and 1:1 sessions (with course instructor, mentor, peers, etc.), no matter the modality (in person, asynchronous/synchronous VC, etc.), unless arrangements are made ahead of time.
Students are expected to come to class prepared to engage, ask questions that add to their knowledge and to the knowledge of others, and to engage with mentors in the clinical settings.
Procedure – Scoring
Students are scored on attendance by the course instructor and is based on the student's: preparation for class, participation in activities, and feedback to peers.
Absence Makeup
Makeups are dependent on circumstances and/or prior notice only. It is the student's responsibility to ask for any missing assignments or makeup work due to an excused absence from class.
PRIOR TO MISSING A SCHEDULED CLASS/SESSION, and using their student WSU email account, the student is to email the course instructor to negotiate how the missed session is to be made up.
Extreme violations of this policy will result in a Performance Improvement Plan (PIP) being filed with the Center for Student Excellence.
Late Assignments
Late Assignment Policy
All course work (including, but not limited to assignments, class activities, and discussion boards) must be submitted no later than the due date specified in this syllabus unless prior arrangements are made with the faculty and a new due date is established.
All assignments (LMS postings, individual, group, presentation/written, etc.) submitted after the deadline AND without prior notification to or arrangements with the faculty, will be subjected to a penalty.
Assignment Due Date Extension Procedure
PRIOR TO THE ASSIGNMENT DUE DATE, and using their student WSU email account, the student is to email the course instructor to negotiate a different due date.
If the student does not negotiate a different due date, depending on the circumstances, the course faculty will impose a penalty such as:
- an assignment score of zero.
- a loss of 5 percentage points (for the assignment) for each day (24 hours) past the deadline.
Extreme violations of this policy will result in a Performance Improvement Plan (PIP) being filed with the Center for Student Excellence.
Academic Integrity Statement
Students and faculty share in the responsibility of upholding and protecting academic honesty standards within the University. At Washington State University, all cases of academic dishonesty or academic misconduct, including cases of plagiarism, will be handled according to the process in WAC 504-26-415.
Through the academic integrity violation process (see https://www.handbook.wsu.edu/academic-integrity-process/), the reported student will receive notice of the concerning information and will be given an opportunity to respond. The Standards of Conduct for Students covers cheating, plagiarism, or other forms of academic dishonesty including but not limited to the following:
- unauthorized collaboration on assignments;
- facilitation of dishonesty including not challenging academic integrity violations by others;
- obtaining unauthorized knowledge of course assignments or exam materials;
- unauthorized multiple submissions of the same work for different course assignments;
- sabotage of another student’s work;
- knowingly furnishing false information or data to any University official, faculty, or staff; and
- forgery, alteration, or misuse of any University document, record, or form of personal identification.
For a complete definition of academic dishonesty, see WAC 504-26-415 at https://apps.leg.wa.gov/WAC/default.aspx?cite=504-26-010.
Given the accessibility of electronic information, further discussion of commonly observed examples of plagiarism is warranted.
Examples may include:
- copying material (e.g., copy and paste) from any source without proper citation;
- copying homework solutions from online sources such as CHEGG, Bartleby, StackExchange, and solutions manuals; or
- using an essay for hire service or copying material from another student.
When submitting group projects, any example of plagiarism may result in the entire group facing disciplinary action. It is appropriate to ask professors for further clarification of proper protocol. In addition to increasing the availability of information, technology also provided enhanced methods for identifying copied work. Plagiarizing another’s work denies learning opportunities and does not advance one’s academic pursuits.
If a graduate student becomes aware of any incidents of academic dishonesty, the graduate student should report the incident to the appropriate faculty member. The faculty member is then responsible for contacting the reported student and for notifying the Center for Community Standards. Sanctions imposed by the faculty member may include failure of the assignment, test, or entire course. Sanctions may also lead to loss of one’s assistantship (see Chapter 9.G) and/or dismissal from the graduate program.
The Center for Community Standards will assign additional educational outcomes to a student found responsible for an academic integrity violation. For more information about possible outcomes from the community standards process, please visit https://handbook.wsu.edu/violations-and-possible-sanctions/. If a student is uncomfortable reporting another student to a faculty member, other resources include the ombudsman, the Graduate School, and the Center for Community Standards.
Artificial Intelligence (AI) Policy
WSU Executive Policy 8 prohibits the inclusion of legally protected or regulated data (e.g., proprietary, personally identifiable information, HIPAA, FERPA) in queries provided to generative AI platforms like ChatGPT. The appropriate use of AI in this course includes the use of the platform and tools, such as AI-based tools to improve spelling and grammar like Grammarly, use of AI tools such as TurnitIn to test for plagiarism before turning in an assignment or by the professor after an assignment is received, and use of platforms such as ChatGPT for outlining an assignment. You may not use ChatGPT for more than 10% of the content of ANY assignment. Use of AI for >10% of an assignment unless it is specifically authorized in the instructions for that assignment will result in an automatic zero for that assignment and potential referral to the Center for Community Standards.