Course Syllabus
Below is a syllabus template that includes WSU's required syllabus elements. Please complete all items highlighted in yellow.
Clinical Systems Leadership: Capstone
NURS_ADV-528
Semester and Year [tbd]
3 (1-6)
NURS_ADV_524; NURS_ADV_525; NURS_ADV-526
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: [click here for best practices] [tbd]
TA Name: [tbd]
TA Contact Information: [office location, phone, email]: [tbd]
TA Office Hours: [click here for best practices] [tbd]
Course Description
Practical application of advanced nursing competencies related to developing interventions that address performance gaps in healthcare organizations.
Course Materials
Books:
Students will utilize (a) textbooks from prior courses as reference, (b) the current edition of the APA Manual, (c) WSU Health Sciences Data Bases and (c) appropriate evidenced based resources.
Other Materials:
Exxat will be used for logging the faculty mentored practicum hours.
Fees:
None
|
Course Learning Outcomes |
Assessment of the Learning Outcomes |
|---|---|
| Identify and describe an issue impacting outcomes in healthcare or educational performance in clinical or academic settings |
Assignment #1: Problem Statement and Background (SLO 1) Assignment #6: Presentation of Capstone Proposal (SLOs 1, 2, 3, 4, 5, 6) Exxat Hour Submissions (SLOs 1, 2, 3, 4, 5, 6) |
|
Determine the root cause of a specific organization’s performance gap or an educational gap utilizing data analysis/ theory/models that guide the development of a proposed intervention. |
Assignment #2: Gap Analysis (SLO 2) Assignment #6: Presentation of Capstone Proposal (SLOs 1, 2, 3, 4, 5, 6) Exxat Hour Submissions (SLOs 1, 2, 3, 4, 5, 6) |
|
Use principles of collaboration, assessment, leadership, and education to develop an appropriate intervention that addresses the issue. |
Assignment #3: Proposed Intervention Plan (SLO 3) Assignment #6: Presentation of Capstone Proposal (SLOs 1, 2, 3, 4, 5, 6) Exxat Hour Submissions (SLOs 1, 2, 3, 4, 5, 6) |
|
Design a process for implementing a proposed intervention using change management models/theories. |
Assignment #4: Change Process Plan (SLO 4, 6) Assignment #6: Presentation of Capstone Proposal (SLOs 1, 2, 3, 4, 5, 6) Exxat Hour Submissions (SLOs 1, 2, 3, 4, 5, 6) |
|
Identify analytical techniques or outcome data to assess project effectiveness. |
Assignment #5: Evaluation Plan (SLO 5, 6) Assignment #6: Presentation of Capstone Proposal (SLOs 1, 2, 3, 4, 5, 6) Exxat Hour Submissions (SLOs 1, 2, 3, 4, 5, 6) |
|
Outline plan for dissemination and /or sustainability of the project proposal/ or evaluation plan for the change initiative. |
Assignment #4: Change Process Plan (SLO 4, 6) Assignment #5: Evaluation Plan (SLO 5, 6) Assignment #6: Presentation of Capstone Proposal (SLOs 1, 2, 3, 4, 5, 6) Exxat Hour Submissions (SLOs 1, 2, 3, 4, 5, 6) |
| Dates | Module Objectives | Topics | Assessments |
|---|---|---|---|
|
Week 1 |
Welcome/Orientation to course |
Course Expectations/ Review of Syllabus | None |
| Week 2 [dates] |
1.Identify and describe an issue impacting outcomes in healthcare or educational performance in clinical or academic settings. |
Identification & Background of Problem |
Assignment #1: Problem Statement and Background due Exxat Hours: Enter 10 hours: Problem Statement/Background |
| Week 3 [dates] |
2.Determine the root cause of a specific organization’s performance gap or an educational gap utilizing data analysis/theory/models that guide the development of a proposed intervention |
Gap Analysis |
None |
| Week 4 [dates] |
2.Determine the root cause of a specific organization’s performance gap or an educational gap utilizing data analysis/theory/models that guide the development of a proposed intervention |
Gap Analysis |
Assignment #2: Gap Analysis due Exxat Hours: Enter 20 hours: Gap Analysis |
| Week 5 [dates] |
3.Use principles of collaboration, assessment, leadership, and education to develop an appropriate intervention that addresses the issue |
Proposed Intervention Plan |
None |
| Week 6 [dates] |
3.Use principles of collaboration, assessment, leadership, and education to develop an appropriate intervention that addresses the issue |
Proposed Intervention Plan |
Assignment #3: Proposed Intervention Plan due Exxat Hours: Enter 20 hours: Intervention Plan |
| Week 7 [dates] |
4.Design a process for implementing a proposed intervention using change management models/theories |
Proposed Change Process |
None |
| Week 8 [dates] |
4.Design a process for implementing a proposed intervention using change management models/theories |
Proposed Change Process |
Assignment #4: Change Plan due Exxat Hours: Enter 20 hours: Change Plan |
| Week 9 [dates] |
5.Identify analytical techniques or outcome data to assess project effectiveness. |
Proposed Evaluation Plan |
None |
| Week 10 [dates] |
5.Identify analytical techniques or outcome data to assess project effectiveness. |
Proposed Evaluation Plan |
Assignment #5: Evaluation Plan Due Exxat Hours: Enter 20 hours: Evaluation Plan |
| Week 11 [dates] |
6. Outline plan for dissemination and /or sustainability of the project proposal/ or evaluation plan for the change initiative. |
Dissemination, Sustainability |
Exxat Hours: Enter 10 hours: Presentation & Dissemination |
| Week 12 [dates] |
Final Week (Summer Semester) |
Presentation of Capstone Proposal |
Assignment #6: Presentation of Capstone Proposal |
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 [add more lines if necessary]
| Type of Assignment (tests, papers, etc) | Points | Percent of Overall Grade |
|---|---|---|
| Assignment #1: Problem Statement and Background | 10 | 10% |
|
Assignment #2: Gap Analysis |
20 | 20% |
|
Assignment #3: Proposed Intervention Plan |
20 | 20% |
|
Assignment #4: Change Process Plan |
20 | 20% |
|
Assignment #5: Evaluation Plan |
20 | 20% |
|
Assignment #6: Presentation of Capstone Proposal |
10 | 10% |
|
Exxat Hour Submissions |
P/F | P/F |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A |
(A) 95-100 |
C |
(C) 73-75 |
| A- |
(A-) 90-94 |
C- |
(C-) 70-72 |
| B+ |
(B+) 86-89 |
D+ |
(D+) 66-69 |
| B |
(B) 83-85 |
D |
(D) 60-65 |
| B- |
(B-) 80-82 |
F |
(F) 0-59 |
| C+ | (C+) 76-79 |
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).
Attendance and Make-Up 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.
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.