· Discussion Board ClarificationAttached Files· Discussion B.docx

· Discussion Board Clarification
Attached Files:
· Discussion Boards2016 VOP.pptx (2.776 MB)
Here is a short voice over power point on Discussion Board.
Please listen to it before doing your discussion board post.
Please also go to the Nursing Resources tab in Blackboard-
there are directions on how to access the library from home and
a short-cut for making your reference page when obtaining
journal articles. I also have links to the writing center,
Blackboard, and computer help desk.
Thanks,
Dr. George
·
Week 1 Power Points and Resources
Attached Files:
· APN Outcomes.pdf (8.461 MB)
· Ch01.ppt (6.519 MB)
· Ch02.ppt (6.521 MB)
· Ch03.ppt (2.055 MB)
· Nursing Education APN Role.pdf (122.096 KB)
· Overview of Advanced Practice Nursing
VOPCompressed.pptx (6.506 MB)
Main post in Discussion Board 1 is due Jan. 25 @ 1159.
· Discussion Board Clarification
Attached Files:
· Discussion Boards2016 VOP.pptx (2.776 MB)
Here is a short voice over power point on Discussion Board.
Please listen to it before doing your discussion board post.
Please also go to the Nursing Resources tab in Blackboard-
there are directions on how to access the library from home and
a short-cut for making your reference page when obtaining
journal articles. I also have links to the writing center,

Blackboard, and computer help desk.
Thanks,
Dr. George
·
Week 1 Power Points and Resources
Attached Files:
· APN Outcomes.pdf (8.461 MB)
· Ch01.ppt (6.519 MB)
· Ch02.ppt (6.521 MB)
· Ch03.ppt (2.055 MB)
· Nursing Education APN Role.pdf (122.096 KB)
· Overview of Advanced Practice Nursing
VOPCompressed.pptx (6.506 MB)
Main post in Discussion Board 1 is due Jan. 25 @ 1159.
Course Title: Advanced Practice Role: Theory and
Knowledge Development Course Number: APRN
501Credit Hours: 3 Day and time: online
Location: online
Program Outcomes
FNP Track
Nurse Educator Track
1. Demonstrate leadership and integrity in an advanced practice
role that effects and changes systems to promote patient-
centered care thereby enhancing human flourishing
Demonstrate leadership and integrity in an advanced practice
nursing role that effects and changes healthcare systems to
promote patient-centered care thereby enhancing human
flourishing
Demonstrate leadership and integrity in an advanced practice
role that effects and changes Course Description:
This course examines advanced practice nursing concepts,
theoretical underpinnings, and current professional issues.
Learners will examine how theoretical issues are integrated into
practice and how they can be a mechanism to improve patient
outcomes related to health promotion and disease prevention.

Understanding of the role and scope of the advanced practice
registered nurse is an expectation.
educational systems to promote learner-centered knowledge
thereby enhancing human flourishing
2. Appraise current interdisciplinary evidence to identify gaps
in nursing knowledge and formulate research questions based on
the tenets of evidence-based practice
Appraise current interdisciplinary evidence to identify gaps in
nursing practice knowledge and formulate research questions
based on the tenets of evidence-based practice.
Appraise current interdisciplinary evidence to identify gaps in
nursing education knowledge and formulate research questions
based on the tenets of evidence-based teaching practice.
3. Develop interdisciplinary teamwork and collaboration in the
advanced practice nursing role in order to promote positive
change in people, systems, and excellence in the nursing
profession.
Develop interdisciplinary teamwork and collaboration in the
advanced practice nursing role in order to promote positive
change in people, health care systems, and excellence in the
nursing profession.
Develop interdisciplinary teamwork and collaboration in the
advanced practice nurse educator role in order to promote
positive change in people, educational systems, and excellence
in the nursing profession.
4. Use informatics to analyze underlying disparities, and
knowledge; formulate research questions; promote safety and
quality improvement for patient care.
Use informatics to analyze underlying disparities, and
knowledge; formulate research questions; ensuring safety and
quality improvement in advance nursing practice for patient
care.
Use informatics to analyze educational disparities, and
knowledge; formulate research questions for educational quality
improvement.

5. Apply advanced concepts in science and nursing knowledge
to implement health promotion and disease prevention.
Apply advanced concepts in science and nursing knowledge to
implement health promotion and disease prevention in advanced
practice.
Apply advanced concepts in science and educational knowledge
to implement evidence-based teaching practice.
6. Employ knowledge in health policy and financing of health
care in order to promote healthcare access and availability to
promote human flourishing.
Employ knowledge in health policy and financing of health care
in order for the advanced practice nurse to promote healthcare
access and availability to promote human flourishing.
Employ knowledge in health policy and financing of health care
in order to educate learners about healthcare access and
availability to promote human flourishing.
7. Engage in ethical decision-making and utilization of
theoretical knowledge in order to provide patient-centered, cost-
effective care
Engage in ethical decision-making and utilization of theoretical
knowledge in order to provide patient-centered, cost-effective
advanced practice nursing care.
Engage in ethical decision-making and utilization of theoretical
knowledge in order to provide educational concepts related to
cost- effective care.
8. Value cultural and ethnic diversity and caring in order to
provide holistic patient-centered care.
Value cultural and ethnic diversity and caring in order to
provide holistic patient-centered care by advanced practice
nurses.
Value cultural and ethnic diversity and caring in order to
provide holistic learning to promote patient-centered
care.Learning Outcomes: At the conclusion of this course, the
learner will be able to:
1. Identify important concepts for leadership for advanced
nursing care by building on existing conceptual and theoretical

knowledge
2. Understand the need for and the extent of use of
interdisciplinary evidence in nursing practice.
3. Identify the roles and responsibilities of interdisciplinary
team members and their accountability to quality patient care.
4. Discuss the role of informatics in maintaining safe and
private patient environments.
5. Identify advanced concepts in science and nursing knowledge
and theory to better understand health promotion and disease
prevention in advanced nursing care.
6. Establish a foundational knowledge regarding healthcare
policy making and financing of healthcare.
7. Define the tenets of ethical decision-making in an advanced
practice role.
8. Relate advanced practice roles to various populations and
their healthcare needs to better understand cultural diversity.
Teaching Strategies:
Teaching strategies will consist of lectures by Voice over Power
Point, audio-visual aids, discussion board, observation of
student presentations via YouTube or Voice over Power Point,
written assignments, and computer assisted instruction.
Required Textbooks:
American Psychological Association. (2010). Manual of the
American Psychological Association
(6th ed.). Washington, DC: Author. (ISBN-13: 978-1-4338-
0561-6).
American Nurses Association. (2015). Guide to the code of
ethics for nurses with interpretive statements:
Development, interpretation and application. (2nd ed.).
Silver Spring, MD: Author. (ISBN-13: 9781558106031).
American Nurses Association. (2015). Guide to nursing’s social
policy statement: Understanding the profession from social
contract to social covenant. Silver Spring, MD: Author. (ISBN-
13: 9781558106154).

American Nurses Association. (2015). Nursing:Scope and
standards of practice (3rd ed.). Silver Spring, MD: Author.
(ISBN-13: 9781558106192).
Joel, L. A. (2013). Advanced practice nursing: Essentials for
role development (3rd ed.). Philadelphia, PA: F.A. Davis.
(ISBN-13: 978-0803627857).
METHODS OF EVALUATION:
In order to progress in the nursing program, the learner must
maintain a 3.0 cumulative GPA for all graduate courses and
achieve a course grade of C or better (FMU Catalog, p. 219).
Classroom Evaluation Methods:
Philosophy of APRN paper
20%
Discussion Board (6 total)
20%
Ethical Case Study
20%
Identification of Organizational Change in the Workplace Paper
20%
Presentation of Organizational Change in the Workplace
20%
TOTAL
100%
Classroom Grading Scale:
Alphabetic
Raw Score
A
94-100
B+
90-93

B
87-89
C+
83-86
C
80-82
F
79 or below
Rounding
Per program policy, only final grades will be rounded. Final
grades of 0.50 or greater will be rounded up to the next whole
numeric value. Therefore, a 79.50 is the minimum grade needed
to pass this course, as this is rounded to an 80. Exam and quiz
scores will not be rounded and will be entered in grade book in
Blackboard to the nearest hundredth of a percent.
Scheduled Tests/Exams
Missed tests/exams will be handled at the discretion of the
course coordinator and will be outlined in the syllabus.
Test Taking Guidelines: Before each quiz/test/exam learners
will:
1. Place all belongings at the front of the classroom
1. The proctor and one other designated learner will keep their
cell phone in view in case of a Swamp Fox Alert.
1. Once a quiz/test/exam is started the learner cannot leave.
1. Once a learner accepts a test they cannot stop taking test and
postpone taking it for any reason. If they hand in an
uncompleted test the grade stands as is.
ACADEMIC INFORMATION
Classroom Attendance Policy
The University policy regarding class attendance states, “It is
the responsibility of the learner to attend all scheduled meetings

in the course in which he/she is enrolled. Attendance sheets are
required, and it is the learner’s responsibility to sign the
attendance roster. Please refer to “Class Attendance Policy”
FMU Catalog (current edition).
Written Paper Requirements
This is a professional course, thus proficiency in English
grammar is an expectation.
1. All papers must use appropriate sentence structure, grammar,
organization, punctuation and spelling.
1. All papers must demonstrate evidence of logical development
of thought, clarity, and organization.
1. To be accepted for grading, all written papers will be typed
and consistent with APA guidelines as appropriate for the
assignment.
1. All written assignments must be submitted in Blackboard
Learning System unless instructed otherwise.
1. Points will be deducted for work turned in late (10 points per
day) unless you contact the instructor and make other
arrangements. Please email or call prior to the due date to make
arrangements for consideration of late submission (For example:
family emergency or severe illness).
E-mail
Electronic mail is an essential component of communication
between the Nursing Faculty, administration, and learners;
therefore, all nursing learners are required to have an active e-
mail account. Email responses to faculty are expected with 24
hours. In return, faculty will email learners within 24 hours
with the exception of weekends and holidays.Email to all
faculty and learners in the department must be addressed
professionally with a proper salutation, complimentary closing,
and signature. If any of the proper ingredients are lacking, the
email will be returned with a note that states “please address
this email in a professional manner.” Each email should address
one issue.

Phone Usage and Messaging
Learners are only to call preceptors for an emergency clinical
situation. Faculty will not use verbal phone conversations or
texting to discuss any issues with learner. Contacting faculty
(other than an emergency clinical issue) must be done by email.
Social Networking Policy
Learners are encouraged to use their most professional judgment
in regard to internet social networking sites. Information and
/or pictures about the FMU nursing program, faculty, other
learners, clinical experiences, and patient information, in any
format, is not appropriate on social networking sites. Violations
of this policy will result in dismissal from the program for lack
of maintaining professional standards.
.
Learner Responsibilities
Each learner is responsible for the proper completion of his/her
academic program, for familiarity with the FMU Catalog, the
University Student Handbook, and the Department of Nursing
Graduate Student Handbook (current editions). Each learner is
responsible for maintaining the grade point average required,
and for meeting all degree requirements. The academic advisor
will counsel, but the final responsibility for a successful college
career rests with the learner.
Guidelines for Faculty Appointments
All nursing faculty have posted office hours and learners should
do their best to schedule appointments at those times. If those
times are not feasible the learner may request the faculty to
meet at another time.
Academic Dishonesty
See Honor Code found in the University Student Handbook:
Rights and Responsibilities Standards of Conduct (current
edition). All learners and faculty are expected to refrain from
acts of academic misconduct including, but not limited to,

plagiarism, the giving or falsifying of any academic documents
or related materials, cheating, and the giving or receiving of
unauthorized aid in tests, examinations, or other assigned work.
Please see the Department of Nursing Graduate Lerner
Handbook (current edition): Academic Integrity.
Code of Ethics
The Department of Nursing subscribes to the “Code of Learner
Conduct” as defined in the ”Learners’ Rights and
Responsibilities” section of the current edition of the Francis
Marion University Student Handbook and Catalog (current
editions). The Department of Nursing subscribes to the
American Nurses Association (ANA) Code of Ethics; whereby,
all learners and faculty are expected to be honest and honorable
in all academic and professional endeavors. It is further
expected that they will refrain from any activity, which might
impair the image of the University, the Department of Nursing,
or the nursing profession. Please see the Department of Nursing
Learner Handbook (current edition): Academic Integrity and
http://www.nursingworld.org/MainMenuCategories/EthicsStand
ards/CodeofEthicsforNurses/Code-of-Ethics.aspx
South Carolina Nurse Practice Act
Learners must abide by the South Carolina Nurse Practice Act
(South Carolina Department of Labor, Licensing, and
Regulation: Board of Nursing, Title 40).
http://www.scstatehouse.gov/code/t40c033.php or the South
Carolina Board of Nursing website under policies.
Computer Use
Computers are an essential learning tool, with the cost
dependent upon vendor and configuration. It is a requirement
that nursing learners have access to his/her own personal
computer. The minimum configuration should include access to
the Internet and support the latest version of Windows and
Windows Office Suite (Word, PowerPoint). The hardware

specifications necessary should be consistent with those of your
Internet Provider.
Taping Classes and Test Reviews
Learners need to ask faculty permission in order to tape any
public session, class, or test review. If the faculty grants
permission to tape the taped content may only be used for
educational purposes. If the taped session is used for purposes
other than study or review, the learner will receive a warning
for unprofessional behavior.
Definition of Unprofessional Behavior
Unprofessional or disruptive behavior is defined as any
behavior that is contentious, threatening, insulting, or
potentially litigious or otherwise interferes or has the potential
to interfere with an individual’s or group’s professional
responsibilities, self-respect, or ability to collaborate
productively with others. It is behavior that creates an unsafe,
intimidating, hostile, destructive or offensive work, academic or
clinical environment. Dictates of professional behavior apply to
faculty, staff, and learners in the Department of
Nursing.Examples of unprofessional or disruptive behavior
include but are not limited to the following:
1. Shouting or using vulgar, profane or abusive language
1. Abusive behavior
1. Physical assault or threat thereof
1. Intimidating behavior
1. Refusal to cooperate with others
1. Conduct that constitutes sexual harassment
1. Refusal to adhere to Department of Nursing policies
1. Inappropriate comments written in official documents that
impugn faculty, staff, or learners of the Department of Nursing
1. Non-constructive criticism addressed to an individual in such
a way to intimidate, belittle or suggest incompetence
1. Imposition on staff of unnecessarily burdensome or
idiosyncratic requirements that are generally not professionally

accepted and do not result in improved efficiency
1. Making or threatening reprisals for reporting disruptive or
inappropriate behavior
1. Inappropriate email conduct, lack of properly addressing
faculty, shouting or using inappropriate language.
Disciplinary Action for Unprofessional Behavior
Unprofessional or disruptive behavior demonstrated by a
Department of Nursing learner towards another learner, patient,
faculty, or staff will be managed as follows:
1. If possible and reasonable, the complainant should first
attempt to resolve the issue by asking the
individual to discontinue the inappropriate behavior. The
complainant should document the
attempted resolution and forward to his/her course
coordinator or academic nursing advisor.
Learner violations will warrant a warning for
unprofessional behavior.
1. If behavior is repeated and deemed as an Honor Code
violation, the complainant should bring
the incident to the attention of the Department Chair and
use the procedures as referred to in the
University Catalog and Student Handbook.
3. If behavior is repeated and is not an Honor Code Violation,
the complainant should contact the Chair for the
Department of Nursing and a second warning for
unprofessional behavior will be initiated. The third
occurrence will warrant a course failure.
*All academic warnings are cumulative throughout the program.
Americans with Disabilities Act (ADA):
If a learner has a documented disability and requires special
assistance or accommodations, they should contact the
University Counseling and Testing Center (Francis Marion
University Student Handbook, current edition).

Accommodations will be made with proper documentation from
the University Counseling and Testing Center. The learner must
provide documentation to any or all course or clinical
instructors of classes or clinical rotations in which the learner
would like to use the accommodations. If at any time during the
semester the learner’s accommodations need to be altered, the
learner will provide documentation from the University
Counseling and Testing Center.
Maintaining current certification is the sole responsibility of the
learner.
If you have not presented a copy of your current AHA: BLS-
HCP card to the Learner Services Coordinator by the required
deadline, you will not be permitted to attend classes and/or
clinical and this will be considered an absence. Any questions
or concerns about this policy should be addressed to the Student
Services Coordinator.
Disclaimer
Faculty members have the prerogative to schedule extra learning
activities, change course content and test/exam dates as deemed
appropriate, related to learning outcomes. If the syllabus is
changed for any reason faculty will notify learners in the
following manner, verbally in class and/or on the announcement
page of Blackboard and/ or by email.
FMU Non-Discrimination Policy
Francis Marion University follows all federal and state laws
banning discrimination in public institutions of higher learning.
Francis Marion adheres to all Title IX policies, and does not
discriminate on the basis of race, color, sex, religion, ethnicity,
national origin, age, sexual orientation, gender identity, veteran
status or any other protected category under applicable local,
state, or federal law. General questions regarding Title IX can
be directed to the Office of Civil Rights (www.ed.gov/ocr).
Specific questions may be referred to the University’s Title IX

Coordinator ([email protected] )
COURSE PROCEDURES:
To be a successful online student requires great effort. You
must be self-motivated and self-disciplined to keep yourself on
schedule with reading, assignments, and projects. I recommend
printing out the course outline and grading rubrics and keep
them in front of you to assist you to stay on track.
Communication is paramount. The communication channel is
always open between me, you, and among classmates. It is very
important that we keep connected and interact. If you do have
questions, feel free to email or call me. Please know that I have
posted office hours and am willing to make appointments for
other times if needed. I will post announcements in Blackboard
about important issues in the course.
Attendance is required in all online courses. Participation is
defined as your presence in class and active participation as
evidenced by class preparation and discussion regarding the
class topic. Please see the Discussion Board requirements for
participation.
Online Course Information is posted as a tab in Blackboard.
This tab includes helpful information on using the Francis
Marion University library from home, accessing the Computer
Help Desk, and links to Blackboard tutorials.
Assignments: All assignments and discussion questions for the
semester are posted.
Check your grades. I will post your grades for the discussion
board and assignments within 7-10 days. I will post an
announcement if there is any delay in grades being returned.

Grades will be posted in the Blackboard grade book. In
addition, I will also give provide written feedback on your
assignments through Blackboard. If you find any errors or
missing scores, please feel free to e-mail me. I will correct any
mistakes.
Feedback for assignments: I am available for additional
feedback on assignments. I will send out information privately
&/or you may contact me.
Netiquette: Communication Courtesy Code. All members of the
class are expected to follow rules of common courtesy in all e-
mail messages and threaded discussions.
1. If your discussion post is a response, begin the post with the
student’s name (Response to…)
2. Please write your name at the end of all discussion postings
so we know who has contributed to the learning process.
3. Always check to see if a similar question has already been
posted and answered on the discussion board to avoid
duplicated messages and responses.
4. Use a descriptive subject line that reflects the content of your
message for effective discussion and communication.
5. Write in short paragraphs.
6. Do not write in all uppercase. USING ALL CAPS MEANS
YOU ARE SHOUTING.
7. It is hard to tell the emotion of a text-based message. You
may want to use emotional symbols, also known as emoticons,
(:-), ;-), :-(, :`-(, :-p, etc.) to indicate the tone of voice. Avoid
sarcastic comments.
8. Do not edit or change message content when someone has
already responded to you. If you have something to add or
change, simply add a follow-up message.
9. Show respect for other students’ cultural backgrounds.
10. Always be professional and respectful of others.
11. Points will be deducted for failing to comply with this

online communication policy. Unprofessional messages will be
removed. Students who are abusive or rude may be banned from
posting.
CONTENT INFORMATION
Topical Outline
Week/ date
Content:
Resources:
Evaluation Methods of Learning Outcomes:
Week 1
January 12 to January 24
Overview of APRN Roles & Advanced Practice Nursing
Joel Chapters 1-3
ANA Scope and Standards of Practice Pages 1-37
ANA Social Policy Statement Pages 1-28
Articles on Blackboard:
Gardenier, D. (2011). Is nursing education considered an

advanced practice role? Journal for Nurse Practitioners, 7 (5),
370-371. doi:10.1016/j.nurpra.2011.03.028
Newhouse, R. P., Stanik-Hutt, J., White, K. M., Johantgen, M.,
Bass, E. B., Zangaro, G., & ... Weiner, J. P. (2011). Advanced
practice nurse outcomes 1990-2008: A systematic review.
Nursing Economic$, 29(5), 230-251.
Discussion Board #1 (Learning outcomes 1 & 5)
Main Post & readings
Main Post is due January 24 by 1159.
Week 2 January 25 to January 31
Aspects of the Role & New Knowledge Development
Joel Chapters 5 & 23
ANA Guide to the Code of Ethics Pages 73-93
Respond to 2 peers by January 31 at 1159.
Week 3 February 1 to February 7
Role of the Nurse Educator
Articles on Black Board:
Weidman, N. A. (2013 ). The lived experience of the transition
of the clinical nurse expert to the novice nurse
educator.Teaching and Learning in Nursing, 8, 102–109.
Wittmann-Price, R. A., Waite, R. & Woda, D. H. (2011). The
role of the educator. In M. Dreher & M.E.S. Glasgow (Eds.).

Role development for doctoral advanced nursing practice.
NYC: Springer Publishing.
Guest Speaker: Dr. Wittmann-Price
Discussion Board #2 (Learning outcomes 1, 3)
Main post & readings
Main post due by February 7
Ethical & Legal Issues
Patient-Provider Relationships
Respond to 2 peers by February 14
Philosophy of APRN Paper due
February 14
(Learning outcomes 1, 2, 5)
Practice Issues: Regulation of APRNs
Prescriptive Authority
Reimbursement
Certification

Malpractice
Joel Chapters 6-7, 27
Review SC Nurse Practice Act relating to APRNs:
http://www.scstatehouse.gov/code/t40c033.php
Review SC regulations affecting nurse educators- See Chapter
91:
http://www.scstatehouse.gov/coderegs/statmast.php
Various articles posted on Blackboard
Discussion Board #3
(Learning outcomes 1, 2, 3, 6)
Main post and readings
Main post due by February 21
Collaborative Practice
Credentialing/
Privileges
Joel Chapters 8-9
Review the Consensus Model for APRN Regulation:
Licensure, Accreditation, Certification & Education:
https://www.ncsbn.org/Consensus_Model_for_APRN_Regulatio
n_July_2008.pdf
Respond to 2 peers by February 28
Week 7 February 29 to March 6
Leadership in Advanced Practice Nursing

Role in Policy
Change Theory
Conflict Resolution
Measuring
Performance
Joel Chapters 20-22
Complete D.A.R.E. Personality Assessment
ANA Scope and Standards of Practice Pages 52-66; 69-84
Discussion Board #4: Learning Outcomes (1,2,5, 6, 8)
Main post due by March 6
Week 8 March 7 to March 13
Patient Safety & Quality Initiatives/QSEN
Health Care Organizations/
Structures/Theory
Informatics/
Technology/
Telehealth/Social Media/
Encrypted vs. Unencrypted Technology
Interprofessional Collaboration
Institute of Medicine (2001). Crossing the quality chasm: A new

health system for the 21st century. Washington, DC: National
Academy Press. (Executive Summary, pages 1-22)
Respond to 2 peers by March 13
Ethical Case Study
due March 13 (Learning outcomes 1, 2, 5, 7)
March 14 to March 20
Spring Break
No Assignments!
Have fun!
Week 9 March 21 to March 27
Translating Research into Practice
Advocacy
Joel Chapters 13-14
Guest Speaker: Dr. Douglas
Discussion Board #5
(Learning outcomes 1-5 )
Main post and readings
Main post due by March 27
Week 10 March 28 to April 3
Care of Underserved Populations/Culture
Complimentary Therapies
Joel Chapters 17-19
Respond to 2 peers by April 3
Identification of Work Place Change Paper
Due April 3 (Learning Outcomes 1-8)
Week 11

April 4 to April 10
Other Advanced Practice Roles: Research/
Scholarship & Case Management
Joel Chapters 15-16
No discussion board.
Student Presentations of Workplace Change due April 10
(Learning outcomes 1-8)
Week 12 April 11 to April 17
Resource Management
Joel Chapter 11
DB #6: Upload your presentation in DB #6. Provide 2
constructive comments for each of your group members’
presentations; due April 24 (Learning outcomes
1-8).
Week 13
April 18 to April 24
APRN Employment/Career Issues
Continue DB #6, Due April 24.
Course Evaluations due
GRADING RUBRICS
1. Philosophy of APRN Paper- 20%: Due February 14

Articulate your philosophy of nursing based on your own
experience and relate it to a nursing theory or philosophy (such
as Orem, Benner, etc.). Describe why an advanced practice
nursing degree fits into the schema of the philosophy. Don’t
forget to discuss how nurse educators or nurse practitioners fit
into the roles of advanced practice nursing (see rubric below for
specifics). 2-3 pages, with at least 2 peer-reviewed references
that are less than 5 years old, unless they are classic references.
APA format and appropriate grammar. “I” statements are
acceptable for this assignment. This will be the first section of
your portfolio.
Grading Rubric: Maximum Grade 20 points
Points
0
Not Addressed
1
Referred To
2
Noted
3
Describes Well
4
Excellently Described
Introduction describing your personal philosophy of nursing
Relate your philosophy to a nursing theory or philosophy

Describe how the role of the nurse practitioner or nurse
educator fits into the nursing philosophy.
Describe the 4 classic roles of APRNs (NP, CRNA, CNS,
CNM). Which roles are recognized as APRNs in SC? Which
ones are recognized in the APRN Consensus Model?
OR
Describe how nurse educators are an emerging advanced
practice role.
Use of APA Format & Correct Grammar
7 or more errors
5-6 errors
3-4 errors
1-2 errors
No errors
2. Ethical Case Study Paper- 20%: Due March 13
Describe an ethical issue affecting APRN practice. You may
choose from the list of topics provided, or you may choose
another topic with the approval of the instructor. Apply the
principles of biomedical ethics to the issue. Apply 1 ethical
theory/decision making guide or any 2 of the ANA Code of
Ethics Provisions to the scenario. Be sure to describe what the
research says about this topic. Describe any legal issues
involved with this topic. 4-5 pages, APA format with

appropriate grammar, with at least 3 peer-reviewed references
that are less than 5 years old (unless they are classic
references).
Grading Rubric: Maximum grade 28 Points
Points
0
Not Addressed
1
Referred To
2
Noted
3
Describes Well
4
Describe the ethical issue affecting APRN/nurse educator
practice
What does the literature say about this topic?
Apply all 4 principles of biomedical ethics to this issue
(autonomy, beneficience, non-maleficence, justice).

Describe the legal issues that are associated with this topic.
Discuss cultural/ethnic issues related to this scenario.
Apply 1 ethical theory/decision making guide
OR you may apply any 2 of the ANA Code of Ethics Provisions
to the scenario.
Use of APA Format & Correct Grammar.
7 or more errors
5-6 errors
3-4 errors
1-2 errors
No errors
3. Identification of Organizational Change in the Workplace
Paper- 20%: Due April 3
Describe an organizational issue that you have observed in the
workplace. Describe the current leadership style and
interprofessional communication used in the work setting. How
are clinical decisions made in the organization? Include the
stakeholders. How is the organizational issue reflected in the
policies of the organization? Discuss how this issue relates to

national patient safety initiatives. Describe any technologies
related to this issue. Relate the organizational issue to research
studies on this topic. Describe an intervention for this
organizational issue, including potential barriers. Discuss how
you will consider cultural issues when making this change. This
may include cultural issues in the intervention, or how you will
consider culture when discussing the change with staff . 5-7
pages in APA format with appropriate grammar, with at least 3
peer-reviewed references that are less than 5 years old (unless
they are classic works).
Grading Rubric: Maximum of 40 Points
Points
0
Not done
1
Referred to
2
Noted
3
Describes Well
4
Introduction describing the organizational change issue.
Describe current leadership style of the unit, including
interprofessional communication.

How are clinical decisions arrived at in the organization?
Identify stakeholders.
How is the issue reflected in the policies? If there is no policy
on this issue, please note this in the paper.
What does the research say about the issue?
Describe how this issue relates to a national patient safety
initiative.
Describe any technological advances that relate to this issue.
Describe an interventional plan for this issue. Include potential
barriers.

Describe how cultural issues will be considered when making
this change.
Use of APA Format & Correct Grammar
7 or more errors
5-6 errors
3-4 errors
1-2 errors
No errors
4. Presentation - Organizational Change in the Workplace- 20%:
Due April 10
Provide an 8-10 minute You Tube or Voice over Power Point
presentation on an area of organizational change in the
workplace. Please include 3 or more professional references on
the topic presented, 2 of which should be journal articles.
References need to be less than 5 years old, unless they are
classic works. The presentation should be evidence-based and
factual. Remember to include 3 objectives, in-text citations on
the slides, and a reference list at the end. Please do not exceed
the allotted time for the presentation. Maximum points = 100.
Areas:
94-100
Excellent

87-93
Above Average
80-86
Average
73-79
Minimal
72-0
Not Addressed
Attractiveness
Layout enhances information. Images used are professional
quality.
Balanced and uncluttered. Some images may be fuzzy.
Balanced. Images not always professional quality.
Cluttered, too much information or not related to the topic.
Images not professional quality.
Not attractive
Creativity
Creative and original.
Creative and attractive
Average creativity
Below average creativity
No creativity
Readability
Information is clearly readable
Above average readability.
Average readability
Difficult to read
Unable to read Slides
Quality of information
Description is clear, concise and complete with a full grasp of
the material. Presentation is evidence-based.
Description is clear, concise but could have additional
information. Presentation is evidence-based.
Description is clear and concise but average information. Needs
to include more evidence-based information.
Description is unclear and lacking completeness.

Description is unclear and lacks completeness. Information may
not be factual.
Use of Objectives
Includes at least 3 objectives for presentation.
Includes 2 objectives for presentation.
Includes 1 objective for presentation.
Objectives missing.
Objectives missing.
Grammar and spelling
No grammar or spelling errors.
No APA issues
No grammar or spelling issues.
No APA issues
No grammar or spelling errors
One to two APA issues
Two to three spelling or grammar errors
Two to three APA issues
More than two spelling or grammar errors
More than three APA issues
Oral Presentation
Speaks clearly about topic, Very knowledgeable, easy to follow
and understand; Length is 8-10 minutes. Voice or video quality
is excellent.
Speaks well about topic, Above average information; Length is
8-10 minutes. Voice or video quality is very good.
Average presentation;
Length is <8 minutes or > 10 minutes. Voice or video quality is
average.
Below average presentation;
Length is <8 minutes or > 10 minutes. Voice or video quality is
below average.
Presentation greatly lacking. Voice or video quality is poor.
References
Three or more
References provided in reference slide, at least 2 are journals
articles. In-text citations provided on each slide

Two to three
References, at least 1 is a journal article. In-text references
sometimes missing
One to two
References, no journal articles. In-text references sometimes
missing.
One Reference, no journal articles. No in-text references.
No references. No in-text references.
5. Discussion Board- 20%: 6 Discussion Boards at 3.33% each.
Maximum of 15 points per Discussion Board.
Discussion board is a way for learners to discuss topics about
the advanced practice nursing role and respond to others in the
course. For each assignment, the learner must post at least 10
meaningful sentences on the topic and respond to at least 2
other learners, posting at least 5 sentences per response. In
order to facilitate further discussion, the learner needs to bring
out additional points on the topic that foster a lively discourse
on the topic. At least 1 journal article needs to be referenced in
the main post. References need to be less than 5 years old,
unless they are classic works. You Tubes may also be used to
facilitate further discussion.
The discussion boards are from Monday to Sunday. You need to
provide your main post during the first week and respond to at
least two of your classmates’ posts by midnight on Sunday.
See Black Board for Due Dates and Topics. There will be 6
discussion board grades in this course. You will receive your
Discussion Board 6 grade by providing 2 constructive comments
for each group member’s presentations by April 24.
Discussion board may include other minor assignments such as

an extra reading or a web site to visit in order to enhance
further discussion.
I will assign a peer moderator for each discussion board.
Students will rotate this role. The grading rubric is below. The
peer moderator does not have to do a main post and 2 responses.
The peer moderator’s role is to encourage further discussion on
the topic.
Note: For Discussion Board 6, you will provide 2 constructive
comments on each group members’ presentations. You do not
have to respond to others in the final discussion board.
Discussion Board Grading Rubric: Maximum grade 15 points
Points
0
1
2
3
APA format & grammar
Not done
(6 or more errors)
50%
(4-5 errors)
75%
(1-3 errors)
100%
Main post of at least 10 sentences by first Sunday of module at
1159 pm
Not done
50%
75%
100%
2 responses of at least 5 sentences
Not done
50%

75%
100%
Depth of posts, adds different ideas to thread
Not done
50%
75%
100%
2 sources used, 1 must be a journal article
Not done
50%
75%
100%
Peer Moderator Discussion Board Grading Rubric: Maximum
grade 15 points
Points
0
1
2
3
Appropriate grammar & APA format for references (if cited).
Not done
50%
75%
100%
Encourages further discussion through the use of questions or
additional resources (You Tubes, websites, or articles).
Not done
50%
75%
100%
Responds respectfully and in a timely manner to each student in
the DB at least once.
Not done
50%
75%

100%
Depth of posts, adds different ideas to thread
Not done
50%
75%
100%
Provides knowledge about DB topic.
Not done
50%
75%
100%

· Discussion Board ClarificationAttached Files· Discussion B.docx

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