ÐÏà¡±á>þÿ ÍÐþÿÿÿËÌÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á€ ø¿_bjbjQFQF ŸÞ3,3,#W‰ÿÿÿÿÿÿ·®®ñññññ4ÿÿÿÿ%%%hÄQ<%ËH¦3 ([ [ [ J!N˜!´!JHLHLHLHLHLHLH$åJ¢‡MHpHñÄ!J!J!Ä!Ä!pHññ[ [ ï…Hî$î$î$Ä!âñ[ ñ[ JHî$Ä!JHî$î$RX=ô8@[ ÿÿÿÿÐE;ÏÖSÑ%¦"–L>6±á›H0ËHÂá>ÎÏM<$²ÏM<8@8@nÏMñ¦@Ä!Ä!î$Ä!Ä!Ä!Ä!Ä!pHpHî$Ä!Ä!Ä!ËHÄ!Ä!Ä!Ä!ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÏMÄ!Ä!Ä!Ä!Ä!Ä!Ä!Ä!Ä!® ·: ×î´ó×ÊÔ´²É¼¯Íø Christine E. Lynn College of Nursing Course Syllabus Fall 2016 COURSE NUMBER: NUR 4934 COURSE TITLE: Honors Seminar 1 in Nursing COURSE FORMAT: Live CREDIT HOURS: 3 credits COURSE SCHEDULE: PLACEMENT IN CURRICULUM: Honors in Nursing Program, Fall Junior semester in Nursing PREREQUISITE: Prerequisites: NUR 4165 Nursing Research, Admission into Honors in Nursing Program COREQUISITES: NA FACULTY: OFFICE HOURS: COURSE DESCRIPTION: This course is the first of three courses in the Honors in Nursing Program. It focuses on building research skills required for scholarship, understanding how evidence and knowledge are developed, identifying gaps in the literature, formulating research questions, and conducting ethical research. NOTE OF HONORS DISTINCTION: As stated in the FAU Honors Curriculum Manual, “Upper division honors programs at ×î´ó×ÊÔ´²É¼¯Íø should consist of at least four components” (2015, p. 7). The Honors in Nursing Program fulfills all four components: entry requirements, standards for remaining in the program, honors level enrichment, and capstone requirement. DISTINCTION THROUGH DISCOVERY: RESEARCH AND INQUIRY - This course was designed with the support of an FAU Curriculum Grant Program, to integrate research and inquiry ideas and activities into course assignments, and engage students in the process of discovery as part of FAU’s Quality Enhancement Plan (QEP) program: Distinction through Discovery. As part of this course, some of your work samples may be collected to evaluate the effectiveness of the Distinction through Discovery program. For more information about the QEP and the undergraduate research initiative, please visit HYPERLINK "http://www.fau.edu/ouri"http://www.fau.edu/ouri COURSE OBJECTIVES: Upon completion of NUR4934, the student will be able to create caring nursing responses in: * Becoming Confident Explain the role of research in evidence-based practice Demonstrate knowledge of research areas distinct in nursing Becoming Competent; Demonstrating Comportment Identify the role of Nurse Researcher/Scholar in a variety of settings Describe how research is used for the advancement of caring science and quality health care Affirming Commitment Apply appropriate information management technology skills to locate and appraise research for purposes of identifying gaps in knowledge Construct research question assignment Discuss how interprofessional collaboration generates healthcare knowledge and improves outcomes Becoming Compassionate; Attending to Conscience Examine ethical principles for the protection of human participants in designing research *The 6 subjectives based on Roach’s (2002) work organize the course objectives. TEACHING LEARNING STRATEGIES: group discussions, lecture, assigned reading to include faculty publications within focused research area, faculty interviews within focused research area; review of Nursing research articles, exemplars of theses/dissertations; CITI Training; written assignments GRADING AND EVALUATION METHODS: *ActivityWeightDue Datesformal paper on faculty interview and potential CON research focus area Objective 1, 2, 3, 4, 720%Due week 7CITI Training – Social & Behavioral Research Learners Group HYPERLINK "http://www.fau.edu/research/researchint/citi_training.php"http://www.fau.edu/research/researchint/citi_training.php (15%) CITI Training - Financial Conflict of Interest HYPERLINK "http://www.fau.edu/research/conflict_of_interest.php"http://www.fau.edu/research/conflict_of_interest.php (2.5%) CITI Training – HIPAA HYPERLINK "http://www.fau.edu/research/researchint/hipaa.php"http://www.fau.edu/research/researchint/hipaa.php (2.5%) Objective 820%Due week 14Identification of possible research question – Objective 6 15%Classroom participation (5%) Draft Week 9, 10 (5%) Research question week 11 (5%)Formal paper on Background and Review of the Literature – Objective 530%Week 15Participation: one – three participatory activities (successful completion of 1 activity = 73%; 2 activities = 87%; 3 = 100%) Examples include: Sigma Theta Tau, dissertation defenses, DNP capstone project presentations, research activities throughout the university, etc.15%Weeks 1 – 13 (5% each)*Note: Successful completion (73%) of each activity is required to pass the course GRADING SCALE: A grade below C is not passing in the BSN Program. GradePoints/PercentageA93-100A-90-92B+87-89B83-86B-80-82C+77-79C73-76C-70-72D+67-69D63-66D-60-62F0-59 REQUIRED TEXTS: Melnyk, B.M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice (3rd ed.). Philadelphia: Wolters Kluwer. ISBN-13: 978-1451190946 Current edition of the Publication Manual of the American Psychological Association (APA Manual) Assigned readings will be used throughout the semester. (Nursing Science Quarterly, Advances in Nursing Sciences, Worldview of Evidence-Based Practice) RECOMMENDED TEXTS: Polit, D.F., & Beck, C.T. (2014). Essentials of nursing research: Appraising evidence for nursing practice (7th ed.). Philadelphia: Wolters Kluwer. Smith, M.C., & Parker, M.E. (Eds.). (2015). Nursing theories and nursing practice (4th ed.). Philadelphia: F.A. Davis. ESSENTIAL LITERATURE ON CARING: Boykin, A. & Schoenhofer, S. (2001). Nursing as caring: A model for transforming practice. Mississauga, Ontario: Jones & Bartlett. Buber, M. (1970). I and thou. New York: Scribner Davidson, A., Ray, M. & Turkel, M. (Eds.). (2011). Nursing, caring, and complexity science. New York: Springer Publishing. Johns, C. (2013). Becoming a reflective practitioner (4th ed.). Hoboken, N.J.: Wiley- Blackwell. ISBN: 978-0470674260 Leininger, M. & McFarlane, M.R. (2002). Transcultural nursing: Concepts, theories, research, and practice. New York: McGraw-Hill, Medical Publishing Division. Locsin, R.C. (2005). Technological competency as caring in nursing: A model for practice. Indianapolis, Indiana, USA: Sigma Theta Tau International Honor Society of Nursing. Mayeroff, M. (1971). On caring. New York: HarperCollins. Paterson, J. & Zderad, L.T. (1988). Humanistic nursing. New York: National League for Nursing. Roach, M.S. (1984). Caring: The human mode of being: Implications for nursing. Toronto: Faculty of Nursing, University of Toronto. Roach, M.S. (1987). The human act of caring: A blueprint for the health professions. Ottawa: Canadian Hospital Association. Smith, M.C., Turkel, M.C., & Wolf, Z.R. (2012). Caring in nursing classics: An essential resource. New York: Springer Publishing. Watson, J. (2009). Assessing and measuring caring in nursing and health sciences. New York: Springer Publishing. Watson, J. (2008). The philosophy and science of caring (Rev ed.). Boulder: University Press of Colorado. CONTENT OUTLINE: The Role of Research in Evidence-Based Practice Research Areas Distinct in Nursing The Role of Nurse Researcher/Scholar in a Variety of Settings Use of Research to Advance Caring Science and Quality of Health Care Interprofessional Collaboration in Generating Healthcare Knowledge and Improved Outcomes Information Management Technology Skills in Identifying Gaps in Knowledge The Research Question Ethical Principles for the Protection of Human Participants COURSE POLICIES AND GUIDELINES: Students are reminded that the College of Nursing Professional Statement and University Policies related to academic integrity applies to all tests, written assignments, verbal communications, and other course activities. All policies in the college and university catalogues apply to this course. All course requirements and objectives must be met in order to obtain a passing grade. Attendance: The student is expected to attend each course meeting and actively participate. Students agree that by taking this course all required papers may be subject to submission for textual similarity review for detection of plagiarism. All submitted papers and discussion board postings may be included as source documents in the reference database solely for the purpose of detecting plagiarism of such papers and postings. Assignments: All papers are to be submitted via the assignment function on Blackboard. For every day late, the assignment grade is reduced by one letter grade. Online Office: An online office will be provided in addition to the faculty’s posted office hours. Students are to post their questions regarding the course in general or specific assignments in the online office instead of sending individual e-mails to the faculty. If there is a private issue that the student needs to share with the faculty, then please use the virtual office. Email will be answered within 24 hours with the exception of the following: Between Friday 4:00 p.m. and Monday 9:00 a.m. During holidays and/or when the university is not in session. Web and e-mail etiquette: Communication via the internet and e-mail is more difficult than face-to-face or verbal communication. Please follow these guidelines: Always provide a greeting and an appropriate sign-off with your signature (or typed name). For example, a greeting might be ‘Good morning, John (fellow classmate)’ or ‘Hello, Dr. France’. An appropriate sign-off might be ‘take care, Sharon’ or ‘thank you, Bill’. Do not put message in all capital letters or use bolded letters. Do not provide a knee-jerk response. In other words, read and re-read your e-mail whether you’ve initiated the e-mail or you’re responding to an e-mail before pushing that send button. It’s a good idea to compose your initial e-mail or response to an e-mail in a word document first – then you can check for grammar, spelling, tone, etc. If you send an e-mail late in the evening or before the crack of dawn, please do not expect the recipient to immediately respond to you. Under ‘options’ you will see ‘delayed delivery’. This is a very handy function in that while you compose your e-mail at midnight you can set it to be delivered at 8:00 a.m. Please refer to #8 above. All students must have an FAU e-mail address and regular access to a computer. All communication to students is through their FAU email address. You are responsible for checking your FAU email at least three times/week throughout the semester. If you forward emails from your FAU address to another account, you may miss important information. The faculty will not respond to email from a non-FAU email address. The faculty uses the ‘Announcement’ section of the course as a means to communicate any changes in assignments, important information, etc. Students are encouraged to check the Blackboard site several times a week. COLLEGE OF NURSING AND UNIVERSITY POLICIES: The faculty reserves the right to make changes in course content and requirements. Policies below may be found in: The Christine E. Lynn College of Nursing Graduate Handbook located at: HYPERLINK "http://nursingl.fau.edu/index.php?main=3&nva=457"http://nursingl.fau.edu/index.php?main=3&nva=457 ×î´ó×ÊÔ´²É¼¯Íø’s Academic Policies and Regulations HYPERLINK "http://www.fau.edu/academic/registrar/catalogRevs/academics.php"http://www.fau.edu/academic/registrar/catalogRevs/academics.php CODE OF ACADEMIC INTEGRITY: The University policy regarding academic integrity is enforced in this course. Students at ×î´ó×ÊÔ´²É¼¯Íø are expected to maintain the highest ethical standards. Dishonesty is considered a serious breach of these ethical standards because it interferes with the University mission to provide a high quality of education in which no student enjoys an unfair advantage over any other. Dishonesty is also destructive of the University community which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see: HYPERLINK "http://www.fau.edu/regulations/chapter4/4.001_code_of_academic_integrity.pdf"http://www.fau.edu/regulations/chapter4/4.001_code_of_academic_integrity.pdf The College of Nursing regards adherence to the Code of Academic Integrity as a professional competency and an expectation of all students. ANY act of dishonesty that violates the code of academic integrity and misrepresents your efforts or ability is grounds for immediate failure of the course. DISABILITY STATEMENT: In compliance with the Americans with Disabilities Act (ADA), students who require special accommodations due to a disability to properly execute coursework must register with the Student Accessibility Services Office (SAS) located in Boca Raton SU 133 (561-297-3880), in Davie - LA 240 (954-236-1657), in Jupiter - SR 110 (561-799-8585) and follow all SAS procedures. HYPERLINK "http://www.fau.edu/sas/" http://www.fau.edu/sas/ INCOMPLETE POLICY: The Incomplete Grade Policy is enforced. A student, who registers for a course but fails to complete the course requirements, without dropping the course, will normally receive a grade of “F” from the course instructor. A student who is passing a course but has not completed all the required work because of exceptional circumstances may, with the approval of the instructor, temporarily receive a grade of “I” (incomplete). This must be changed to a grade other than “I” within a specified time frame, not to exceed one calendar year from the end of the semester during which the course was taken. Students are encouraged to read/review the policy found in the BSN Handbook at HYPERLINK "http://nursing.fau.edu/index.php?main=3&nav=762"http://nursing.fau.edu/index.php?main=3&nav=762. ATTENDANCE POLICY: Students are expected to attend all of their scheduled University classes and to satisfy all academic objectives as outlined by the instructor. The effect of absences upon grades is determined by the instructor, and the University reserves the right to deal at any time with individual cases of nonattendance. Students are responsible for arranging to make up work missed because of legitimate class absence such as illness, family emergencies, military obligation, court-imposed legal obligations, or participation in University-approved activities. Examples of University approved reasons for absences include participating on an athletic or scholastic team, musical and theatrical performances, and debate activities. It is the student’s responsibility to give the instructor notice prior to any anticipated absence and within a reasonable amount of time after an unanticipated absence, ordinarily by the next scheduled class meeting. Instructors must allow each student who is absent for a University-approved reason the opportunity to make up work missed without any reduction in the student’s final course grade as a direct result of such absence. RELIGIOUS ACCOMMODATION: In accordance with rules of the Florida Board of Education and Florida law, students have the right to reasonable accommodations from the University in order to observe religious practices and beliefs with regard to ×î´ó×ÊÔ´²É¼¯Íø, registration, class attendance, and the scheduling of examinations and work assignments. Students who wish to be excused from coursework, class activities, or examinations must notify the instructor in advance of their intention to participate in religious observation and request an excused absence. The instructor will provide a reasonable opportunity to make up such excused absences. Any student who feels aggrieved regarding religious accommodations may present a grievance to the director of Equal Opportunity Programs. Any such grievances will follow ×î´ó×ÊÔ´²É¼¯Íø’s established grievance procedure regarding alleged discrimination. USE OF STUDENT COURSE MATERIAL: The Christine E. Lynn College of Nursing may use students’ course-related materials for legitimate institutional purposes such as accreditation, university review process, or state board of nursing review process. In such cases, materials will be used within the college and university. COURSE ASSIGNMENTS NUR 4934 Honors 1 Seminar Unit I, II, III, IV, VLearning Activities/AssignmentsCritical datesWeek 1, 2, 3, 4, 5: Review of the course – week 1 The Role of Research in Evidence-Based Practice (week 1) Research Areas Distinct in Nursing (week 2) The Role of Nurse Researcher/Scholar in a Variety of Settings (week 3) Use of Research to Advance Caring Science and Quality of Health Care (week 4, 5) Interprofessional Collaboration in Generating Healthcare Knowledge and Improved Outcomes (week 4, 5)Assigned journal readings, National Institute of Nursing Research (NINR) website Discuss considerations of genomic science in nursing research Explore CON Faculty Pages and research areas Sources of evidence; how research is used in generating evidence Research in caring science Clinical practice guidelines, what they look like and how they are developed (topical outline) Faculty guests to share research experience and impact of their research Interview 2 faculty members within one of the four research focus areas in the College of Nursing to understand the role of the Nurse Researcher and his/her research focus area. Articulate the background of two faculty members’ focus area of research with citations; formal paper Students to share interview experience Review of interprofessional collaboration competencies and evidence of improved outcomesFaculty interviews completed week 4 and 5 Formal Paper due week 7 Unit VILearning Activities/AssignmentsCritical datesWeek 6, 7, 8, 9 Information Management Technology Skills in Identifying Gaps in Knowledge Vocabulary and research skills set of the Nursing Discipline Research areas distinct in the Nursing and College of Nursing.Assigned journal readings, National Institute of Nursing Research (NINR) website Read, review Nursing research articles, exemplars of theses/dissertations focusing on background of the study, review of the literature Choose research area and begin review of the literature, identify gaps in knowledge Students share and discuss their beginning work on the review of the literature (week 7) Compile pertinent/appropriate research articles for review of the literature Paired with faculty research mentor (week 8)Draft paper on background and review of the literature due week 10 Unit VIILearning Activities/AssignmentsCritical datesWeek 10, 11 Researchable Questions, Problems, within the Discipline Group work - Review articles on evidence-based practice and determine if there is sufficient evidence to translate into practice, if additional research is needed to strengthen the evidence; differentiating PICOT question from research question; sources of evidence assignment in class (week 10, 11) ; Students begin sharing their research questions (week 11) Students meet with faculty research mentor Construct research question for studyIdentification of possible research question Draft research question (week 11) Research question (week 12) Unit VIIILearning Activities/AssignmentsCritical datesWeek 12 Ethical principles for the protection of human participantsStudents to review FAU’s Code of Academic Integrity and CON’s Professional Statement Review IRB examples and consent/assent forms, examples Explore potential ethical issues in their own researchWeek 13, 14, 15 Final background and review of literatureStudents meet with faculty research mentor Students read/review each other’s final papers. Students share reflections/ideas on creating a preliminary plan of one's career goals as a scholarCITI Training certificate due (week 14) Final papers submitted (week 15)Note: Throughout the semester, students will be asked to share experiences of participatory activities with the class. Nursing is a discipline of knowledge and professional practice grounded in caring. Nursing makes a unique contribution to society by nurturing the wholeness of persons and environment in caring. Caring in nursing is an intentional mutual human process in which the nurse artistically responds with authentic presence to calls from persons to enhance well-being. Nursing occurs in nursing situations: co-created lived experiences in which the caring between nurses and persons enhance well-being. Nursing is both science and art. Nursing science is the evolving body of distinctive nursing knowledge developed through systematic inquiry and research. The art of nursing is the creative use of nursing knowledge in practice. Knowledge development and practice in nursing require the complex integration of multiple patters of knowing. Nurses collaborate and lead interprofessional research and practice to support the health and well being of persons inextricably connected within a diverse global society.Persons as participant in the co-created nursing situation, refers to individual, families or communities. Person is unique and irreducible, dynamically interconnected with others and the environment in caring relationships. The nature of being human is to be caring. Humans choose values that give meaning to living and enhance well-being. Well being is creating and living the meaning of life. Persons are nurtured in their wholeness and well being through caring relationships. Beliefs about learning and environments that foster learning are grounded in our view of person, the nature of nursing and nursing knowledge and the mission of the University. Learning involves the lifelong creation of understanding through the integration of knowledge within a context of value and meaning. A supportive environment for learning is a caring environment. A caring environment is one in which all aspects of the person are respected, nurtured and celebrated. The learning environment supports faculty-student relationships that honor and value the contributions of all and the shared learning and growth. The above fundamental beliefs concerning Nursing, Person and Learning express our values and guides the actions of Faculty as they pursue the missions of teaching, research/scholarship and service shared by the Christine E. Lynn College of Nursing and ×î´ó×ÊÔ´²É¼¯Íø. 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