NURS_ADV-525-jason.meade-2025-02-10-02-40-39

Healthcare Operational Planning and Management

NURS_ADV-525

Spring 2025

3 Credit Hours

(3 didactic)

Prerequisites TBD

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

Students will gain a working knowledge regarding the reflective design of operational plans that align with the strategic goals of healthcare organizations and available resource utilization, in addition to human resource and financial management concepts.

Course Materials

Books:

American Psychological Association. (2020). Publication Manual of the American Psychological Association (7thed.) American Psychological Association. ISBN: 978-1433832161
Dunn, R. (2021). Dunn and Haimann’s healthcare management (11^h ed). Health Administration Press.
Knowles, S. (2024). Patient Safety Coaching: Transforming Healthcare Culture(First edition.). Springer.

Other Materials:

Course and assignment specific resources are embedded in each week’s lectures, lessons learned, and group assignments.

Fees: [tba]

**Student Learning Outcomes (SLOs)**
Course Learning Outcomes (students will be able to:)	Assessment of the Learning Outcomes
Evaluate organizational models, structures, and operational processes used in healthcare settings.	Individual Lessons Learned
Integrate concepts of effective communication and strategic planning to inform decision-making.	Group Exercise Project #1 Individual Lessons Learned
Evaluate relationship between leader-driven culture, nurse wellbeing, and patient safety.	Group Exercise Project #1 Individual Lessons Learned
Construct strategies to promote employee recruitment, retention, and satisfaction.	Group Exercise Project #2 Individual Lessons Learned
Evaluate the effectiveness of strategies for training, assessment, and feedback.	Group Exercise Project #5 Individual Lessons Learned
Explain concepts of unionization, collective bargaining, and labor regulations.	Individual Lessons Learned
Integrate healthcare financial principles to inform fiscal planning and management.	Group Exercise Project #3

**Course Schedule**

**[Please note that a WSU semester is 15 weeks + Thanksgiving/Spring Break. The schedule below does not include the break.]**
Dates	Lesson Topic	Assignment	Assessment
Week 1	Introduction to Healthcare Operational Planning and Management	Review Course Expectations and Assignments	Synchronous Class via Zoom Group Contract is in Canvas Group Contract is Due Sunday of Week 2 by 1159pst
Week 2	Evaluate organizational models, structures, and healthcare operational considerations.	Read: Knowles (2021): Chapter 9 Governance in Healthcare Dunn (2021): Chapter 2 The Theories and History of Management Lecture in Canvas Strategic Plan (Mission, Vision, Goals) versus Operational Plan (Work Plan by time increments, monthly, annual) in healthcare Key areas of an effective strategic plan address: Risk Management Operational Budgeting Company Culture Cost Accounting Capital Planning Long-range Forecasting Services Provided To Err Is Human: Building a Safer Health System* (IOM, 2000) and Crossing the Quality Chasm: A New Health System for the 21st Century (IOM, 2001), O'Kane, M., Agrawal, S., Binder, L., Dzau, V., Gandhi, T. K., Harrington, R., Mate, K., McGann, P., Meyers, D., Rosen, P., Schreiber, M., & Schummers, D. (2021). An Equity Agenda for the Field of Health Care Quality Improvement. NAM perspectives, 2021, 10.31478/202109b. https://doi.org/10.31478/202109b	*Lessons Learned 1* *Strategic Momentum* Read: Lal, M. (2020). Why You Need a Nursing Strategic Plan. JONA: The Journal of Nursing Administration, 50 (4), 183-184. doi: 10.1097/NNA.0000000000000863. Welch, T. & Smith, T. (2023). Strategic Planning. Nursing Administration Quarterly, 47 (4), 283-288. doi: 10.1097/NAQ.0000000000000597 Write a proposal in response to the following scenario. As a new nurse manager and a member of the leadership team, you have been included on the 2025 strategic planning committee. Now that the strategic plan has been approved, the strategic momentum focus group will be responsible for the daily management of the implementation, control, and evaluation of the strategic plan. It is important to dedicate enough time, resources, and expertise into developing a comprehensive implementation plan that identifies champions for individual goals, and evaluative metrics for management and control. Apply this scenario to your area or practice organization. Describe strategies to identify nurse champions by role. What actions will you propose to implement, control, and evaluate the strategic plan? Describe in detail the responses supported by evidence in-text citations. The proposal should be substantive, succinct and precise with appropriate professional language. Use in-text citations and references in the correct APA style. (250-300). Due by Sunday of Week 4 by 1159pst
Week 3	Informed Decision-Making and Effective Communication	Read: Dunn (2021): Chapters 3, 4,5 Lecture in Canvas Gleeson, L., O’Brien, G. L., O’Mahony, D., & Byrne, S. (2022). Interprofessional communication in the hospital setting: a systematic review of the qualitative literature. Journal of Interprofessional Care, 37(2), 203–213. https://doi.org/10.1080/13561820.2022.2028746 Ifrim, R. A., Klugarová, J., Măguriță, D., Zazu, M., Mazilu, D. C., & Klugar, M. (2022). Communication, an important link between healthcare providers: a best practice implementation project. JBI evidence implementation, 20(S1), S41–S48. https://doi.org/10.1097/XEB.0000000000000319 *Elements of effective communication: active listening, considering diverse perspectives, seeking feedback, transparency, and confirmation of understanding, contribute to informed decision-making. Effective communication supports informed decision-making by minimizing confusion, encouraging collaboration, empowering individuals, and fostering trust through transparency.	Synchronous Class via Zoom
Week 4	Empowering Nurses to be the Leaders for Change	Read: Dunn (2021): Chapter 6 Knowles (2021): Chapter 5 Lecture in Canvas Collaborative, complex decision-making through real-world immersive simulations. Montori, V. M., Ruissen, M. M., Hargraves, I. G., Brito, J. P., & Kunneman, M. (2023). Shared decision-making as a method of care. BMJ evidence-based medicine, 28(4), 213–217. https://doi.org/10.1136/bmjebm-2022-112068 NICE (National Institute for Health and Care Excellence) guideline. (2021). Shared decision making https://www.nice.org.uk/guidance/ng197/r esources/shared-decision-making-pdf-66142087186885	Lessons Learned 2 Empowering Nurse Leaders Project: Develop and outline the elements essential for a team of diverse experts to adopt shared decision-making as a method of care. Include the strategies essential to: a. Conflict resolution b. Problem solving c. Patient Centered Care Define a practice specific real-world scenario and propose resolutions. Describe in detail the responses supported by evidence in-text citations. The proposal should be substantive, succinct and precise with appropriate professional language. Use in-text citations and references in the correct APA style. (250-300). Due by Sunday of Week 6 by 1159pst
Week 5	Leader-Driven Culture Impact on Nurse Wellbeing and Patient Safety	Read: Knowles (2021) Chapter 6 Lecture in Canvas Evaluate relationship between elements of leader-driven culture and nurse wellbeing/patient safety. Lown, B. A., Shin, A. & Jones, R. N. (2019). Can Organizational Leaders Sustain Compassionate, Patient-Centered Care and Mitigate Burnout?. Journal of Healthcare Management, 64 (6), 398-412. doi: 10.1097/JHM-D-18-00023 Compassionate, empathetic, and engaged leaders are crucial to an organizational culture dedicated to nurse wellbeing and patient safety. Job demands, resources, recognition, respect, and emotional engagement are essential elements of a leader-driven culture that stabilizes relationships and supports staff in a complex and often chaotic work environment. Nurse leaders serve as role models, ensure standards of care and practice are implemented, facilitate nurse performance, and promote a culture valued human acknowledgement and connection.	Lessons Learned 3 Leader-Driven Culture Read: Palweni, V. S., Malesela, J. M., & Randa, M. B. (2023). Nurse managers' leadership styles as an impetus to patient safety in an academic hospital. Health SA = SA Gesondheid, 28, 2344. https://doi.org/10.4102/hsag.v28i0.234 Write a response to the following questions relative to your leader in your area of practice. 1.Identify your leader by role. What are their primary responsibilities? How do they engage with staff? What is their primary method of communication? What is your perception of their skill level, knowledge, and comfort level in leading and managing the staff? What strategies and/or mechanisms are most successful in promoting a culture of staff wellbeing and patient safety? The responses should be substantive, succinct and precise with appropriate professional language. Provide details to give depth of understanding to this learning objective. Use in-text citations and references in the correct APA style. (250-300). Due by Sunday of Week 7 by 1159pst
Week 6	Group Project Exercise #1 AHRQ CANDOR Communication Strategies for Training, Feedback, Education, Organizing, Planning	Read: Knowles (2021): Chapter 3 & 7 Agency for Healthcare Research and Quality (AHRQ)CANDOR (Communication and Optimal Resolution) Read the Module One “Facilitator Notes” https://www.ahrq.gov/patient-safety/settings/hospital/candor/modules/notes1.html Watch the “SLIDE 6 VIDEO” Based on the AHRQ CANDOR resources (see above), the group of peers will apply the elements of the CANDOR process, a Just Culture, and system and human factors in patient safety to an assignment from the organization’s Chief Nursing Officer. There has been a sentinel event on the Medical-Surgical unit resulting in patient harm. The group comprises the CANDOR Response Team, also known as the Event Investigation and Analysis Core Team. They have been assigned to begin a preliminary fact-finding investigation. The group has 48 hours to prepare and present a detailed action plan outline including additional team members (by role), and essential activities to be conducted (including providers, staff, educators, department leaders, appropriate ancillary staff, quality management, risk management, member of legal, and medical staff administration). The CNO has requested a timeline of events be included. Group Exercise Work Sheets provided to guide the development of this presentation are in Canvas (Group Exercise #1: QI Patient Satisfaction Benchmarks) *Details under Assignments and Assessments. Refer to Group Exercise Grading Rubric	Dedicated Group Exercise 1 Work Session Due by Sunday of Week 8 by 1159pst
Week 7	Measuring a Culture of Safety and Satisfaction	Read: Knowles (2021): Chapter 8 Lecture in Canvas Knowles: Chapter 8.3 pp 195. *Hospital Surveys on Patient Safety Culture* “Based on their research, the AHRQ recommended that the following ten patient safety culture composite measures be used when assessing a patient safety culture [39] Communication about errors Communication openness Handovers and information exchange Hospital management support for patient safety Organizational learning Reporting patient safety events Response to error Staffing and work pace Supervisor, manager, or clinical leader support for patient safety Teamwork The most commonly used survey in the USA to measure these dimensions is the HSOPSC which was developed by the AHRQ in 2004, with an updated version being released in 2019. The survey was designed to measure staff opinions about patient safety issues, medical errors, and safety event reporting”. HCAHPS: Hospital Consumer Assessment of Healthcare Providers and Systems https://www.hcahpsonline.org/	Synchronous Class via Zoom Review Live: Student practice organizations or community Hospital Compare Data https://www.medicare.gov/care-compare/ Be prepared to review either a hospital where you practice or your community hospital.
Week 8	Employee Recruitment, Retention and Satisfaction Through Civility, Respectful Environment, & Leadership- Driven Culture & Morale Building	Read: Knowles (2021): Chapter 9: 9.4.2 Dunn (2016); Chapters 17,18, & 19 Human Resources Management The Staffing Process The Selection Process Performance Appraisals and Position Changes Lecture in Canvas Read: Bibi, M. (2021). Linkage between performance of healthcare professionals and management practices in health care organizations. Journal of the Pakistan Medical Association, 71(2), 725–728. https://doi.org/10.47391/JPMA.941 De Vries, N., Lavreysen, O., Boone, A., Bouman, J., Szemik, S., Baranski, K., Godderis, L., & De Winter, P. (2023). Retaining Healthcare Workers: A Systematic Review of Strategies for Sustaining Power in the Workplace. Healthcare (Basel, Switzerland), 11(13), 1887. https://doi.org/10.3390/healthcare11131887 Elements of Recruitment, Retention, and Satisfaction: Recognition Training Education Support Cultural Differences Bullying and Harassment Threatening patients/families	*Lessons Learned 4* *Civility in Healthcare* Read: https://www.jointcommission.org /-/media/tjc/newsletters/quick-safety-issue-24-june-2016-6-2-21-update.pdf Based on the tenets of civility, the CNO has asked you, the nurse educator, to develop an executive summary to address an increasing incidence of bullying and harassment among staff. The CNO will present a proposal, based on your executive summary, to the Administrative Leaders requesting resources to reduce bullying and harassment. The summary will need to include an overview of workplace violence, bullying, and harassment experienced by staff, content recommendations for a staff education module, support for leaders and educators. Executive Summary: The response should be substantive, succinct and precise with appropriate professional language. Provide details to give depth of understanding to this learning objective. Use in-text citations and references in the correct APA style. (250-300). Due by Sunday of Week 10 by 1159pst
Week 9	Group Project Exercise #2 Strategic Marketing Project	Group Strategic Marketing Project: Group project that involves SWOT analysis, environmental scan, strategic objectives, risk management, recruitment and retention plan, and implementation timeline. Read: Dunn (2021: Chapter 7, pp. 151-174 Knowles (2021): Chapter 9: 9.4.1 Siddiqui, A. (2021). SWOT analysis (or SWOT matrix) tool as a strategic planning and management technique in the health care industry and its advantages. J. Biomed. Sci, 40, 32035-32042. For this assignment, the group of peers will develop an extensive and detailed strategic marketing plan for a newly proposed expansion of the Washington State University (WSU) hospital “Stroke Center”, from the nursing care perspective. Administration has proposed to expand 6 dedicated beds on the existing Medical-Surgical unit. They have requested this nursing leadership group outline the following elements of the nursing strategic plan for this proposal: Answer the five fundamental questions on page 152 Dunn (2021) What are the most important challenges we’ll face in the foreseeable future? (Strategic issues) 2. What do we aspire to be? (Vision) 3.What are the most important things we need to do to become what we aspire to be? (Strategies) How do we intend to accomplish our strategies? (Tactics and action plans) 5.How will we know how we’re doing? (Measurement) Environmental Scan: Identify competitors in the region providing similar services Community’s demographics, Hospital’s human resources Impact of regulatory forces SWOT Analysis: Strengths Weaknesses Opportunities Threats Consider staff (retention, recruitment, and shortages), patient volume, staff education, training, outcomes data collection, physician champion, technology, access to and support of ancillary services, and identify potential risks to patients and outcomes. Finally, outline the performance management monitoring plan to determine the effectiveness of the plan. Apply a short-term and long-term timeline to the proposal activities. *Details under Assignments and Assessments. Refer to Group Exercise Grading Rubric	Dedicated Group Exercise 2 Work Session Due on Sunday of Week 11 by 11pst
Week 10	Governance in Healthcare Effective and Efficient Operations	Read: Knowles (2021): Chapter 9 Lecture in Canvas Tenets of Organizational Governance in Healthcare: Responsibility Accountability Transparency Stewardship Administrative support through stakeholder participation and accountability Resource optimization Workforce planning Incentives Ethics Risk Management Compliance The list is not all-inclusive.	Lessons Learned 5 Governance in Healthcare In your area of practice, which of the tenets of organizational governance is most challenging to providing efficient, effective quality patient outcomes and care. Provide details and references to support your selection. What strategies would you propose to the nursing leadership to overcome or intervene the barriers or challenges? For example, inadequate resources to provide patient care (supplies, linens, wound care products). Frequent staffing shortages or lack of perceived leadership support or efforts to manage scheduling, education, & training. Describe in detail the responses supported by evidence in-text citations. The response should be substantive, succinct and precise with appropriate professional language. Provide details to give depth of understanding to this learning objective. Use in-text citations and references in the correct APA style. (250-300). Due by Sunday of Week 12 by 1159pst
Week 11	Technology Artificial Intelligence Digital Health	Read: Knowles (2021): Chapter 9: 9.4.4 Lecture in Canvas WHO: Global Strategy on Digital Health 2020-2025 https://www.who.int/docs/default-source/documents/gs4dhdaa2a9f3 52b0445bafbc79ca799dce4d.pdf	N/A
Week 12	Group Project Exercise #3 Financial Plan Outline a Basic Budget	Group Financial Plan For this assignment, the group peers will create financial plan in alignment with the #2 Group Strategic Marketing Project. The elements of the strategic plan proposed for the WSU hospital “Stroke Center” will provide the foundation to support the financial plan. The financial plan will outline, in detail the WSU Stroke Center’s mission, services provided, and patient population served. The group project will: a.Construct basic budget that accounts for main sources of income and expenses. b.Calculate break-even point (number of patients needed per month to cover basic costs). c.Suggest sustainability plan that will help the new service line (Stroke Unit) be financially viable over coming year. Read and consider the following resources to meet the required elements of this project. Centers for Medicare and Medicaid Services (CMS) (2024). Financial planning steps. https://www.cms.gov/training-education/ partner-outreach-resources/american- indian-alaska-native/ltss-ta-center/ information/ltss-financing/financial-planning-steps#:~:text=Create%20a%20budget%20s howing%20payers,Total%20annual%20 expenses%2C%20including: Describe in detail the responses supported by evidence in-text citations in the group APA paper. *Details under Assignments and Assessments. Refer to Group Exercise Grading Rubric	Dedicated Group Exercise 3 Work Session Live Group Presentation Week 14 & 15 Synchronous ZOOM Class Due by Sunday of Week 14 by 1159pst
Week 13	Concepts of unionization, collective bargaining, and labor regulations	Read: Dunn (2021) Part VIII: Chapters 27,28,29 The Labor Union and the Supervisor Handling Grievances Emerging Influences in Healthcare Lecture in Canvas Dierkes, A.M., Gigl, K.H., Dutchess, B., & Martsolf, G. (2024). Nursing unions: A scoping review of outcomes for employees, patients, and administrators, Nursing Outlook, Volume 72, Issue 6, 102292, ISSN 0029-6554, https://doi.org/10.1016/j.outlook.2024.102292. Nurse unions, collective bargaining, and labor relations seek to improve nurse recruitment and retention through actions and strategies designed to improve patient/nurse ratios, wages, work environments, job security, and professional opportunities for growth and advancement.	N/A
Week 14	Financial Principles to inform fiscal planning and Management	Read: Dunn (2021); Part VII Chapters 25 &26 Fundamental of Control and the Controlling Function Budgetary and Control Techniques Lecture in Canvas Financial Management Skills for Nurse Managers https://www.nursingworld.org/content-hub/resources/nursing-leadership/nursing-financial-management/ Homauni, A., Markazi-Moghaddam, N., Mosadeghkhah, A., Noori, M., Abbasiyan, K., & Jame, S. Z. B. (2023). Budgeting in Healthcare Systems and Organizations: A Systematic Review. Iranian journal of public health, 52(9), 1889–1901. https://doi.org/10.18502/ijph.v52i9.13571 As noted in the above resource articles, nurse managers are often responsible for participating in the organization’s overall budget development, as well as department or division specific budget and resource funding. Healthcare budget development is highly complex and requires extensive nurse involvement and collaboration to ensure fiscal solvency. The operating budget ensures funds are stable and available to pay for salaries, overtime, education, training, and contract staffing. The capital budget secures large purchases, durable goods, and on-going technology investments and equipment upgrades. While nurse manager’s do not control payments to the hospital, they are responsible for controlling costs and expenditures within their department or cost center’s budget.	Synchronous Class via Zoom Live Group Presentation #3 And Power Point Presentation
Week 15	Nurse Manager’s Role in Control, Anticipatory Concurrent Feedback	Read: Dunn (2021): Chapter 25 Lecture in Canvas	Synchronous Class via Zoom Live Group Exercise 3 Presentation And Power Point Presentation End of Course Student Reflection

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.

Graduate Courses

For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside class.

Grading

Assignment Breakdown
Type of Assignment (tests, papers, etc.)	Points	Percent of Overall Grade
Attendance & Participation	10	10
Individual Lessons Learned	30	30
Group Exercise Case Studies	60	60

Grading Schema
Grade	Percent	Grade	Percent
A	95-100	C	73-75
A-	90-94	C-	70-72
B+	86-89	D+	66-69
B	83-85	D	60-65
B-	80-82	F	0-59
C+	76-79

*Minimum passing final grade for a required nursing course is C (73%). If you receive a course grade of C- (≤72%) or lower, you will need to repeat the course.

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/.

Attendance and Make-Up Policy

Policy

Students are expected to attend all scheduled classes 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 listen (or to present) and to ask questions that add to their knowledge and to the knowledge of others. This includes students actively sharing what they are learning in the readings and discussion boards.

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.
More than one unexcused absence will result in a 5% deduction to the student’s overall course grade (i.e., final grade for the course).
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 = 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.